DOCUMENT RESUME
ED 416 875
IR 056 900
AUTHOR
TITLE
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IDENTIFIERS
Nottingham, Sharon
Onondaga County Public Library, Final Performance Report for
Library Services and Construction Act (LSCA) Title VI,
Library Literacy Program.
Onondaga County Piiblic Library, Syracuse, NY.
Office of Educational Research and Improvement (ED) ,
Washington, DC. Office of Library Programs.
1993-00-00
262p.
R167A20032
Reports - Descriptive (141)
MFOl/PCll Plus Postage.
Adult Basic Education; *Adult Literacy; Computer Assisted
Instruction; *Deafness; Expenditures; Federal Programs;
Grants; Library Role; *Library Services; *Literacy
Education; Partnerships in Education; Public Libraries;
Tutoring; Tutors; *Volunteer Training; Volunteers
Library Services and Construction Act; Literacy Volunteers
of America Inc; Onondaga County Public Library System NY;
♦Tutor Training; Volunteer Recruitment
ABSTRACT
A literacy project was a cooperative effort of the Onondaga
County (New York) Public Library, Literacy Volunteers of Greater Syracuse,
and Aurora (a private non-profit agency for the deaf) to establish a program
to teach deaf adults to read. This report, which describes the project,
begins with a section that provides quantitative data. The next section
compares actual accomplishments to objectives for J.992-93: (1) have a
consultant train three local trainers and 30 tutors to teach the deaf basic
reading using a specially adapted curriculum; (2) have 30 deaf or
hearing-impaired students matched with tutors, meeting in libraries once or
twice each week to learn to read; (3) train tutors in the use of software
identified for use with the deaf and to have tutors use microcomputers in at
least some tutoring sessions; and (4) have the coordinator carry out the
activities of the project, including training implementation and the
evaluation plan. Proposed and actual expenditures are compared. Activities
undertaken are described, including tutor training, and equipment acquired.
The role of the library, contributions of other organizations, facilities
used, and project impact are described. Attachments include a chart of
tutoring hours, newsletters, how-to manual on setting up a library literacy
project for the deaf, and curriculum for training volunteers to tutor deaf
adult learners. (MES)
********************************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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Onondaga County Public Library, Final Performance
Report for Library Services and Construction Act
(LSCA) Title VI, Library Literacy Program
BEST COPY AVAILABLE
U.S. DEPARTMENT OF EDUCATION
Offtce of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
□ This document has been reproduced as
received from the person or organization
originating it.
□ Minor changes have been made to
improve reproduction quality.
• Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
ONONDAGA COUNTY PUBLIC LIBRARY
447 South Salina Street
Syracuse, NY 13202
Report prepared by: Sharon Nottingham
315-448-4700
Grant number R167A20032
10/1/92-9/30/93
Award amount: $23,448
Expended: $17,389
J
CONTENTS
%
FORM
NARRATIVE
HOW TO OPERATE A DEAF LITERACY PROGRAM
- How to set up a literacy program for the deaf
- Teaching deaf adults
- Follow-up session
- Sample forms
- ALEC Bibliography
- Publicity packet
Curriculum for Training Volunteers
BEST COPY AVAILABLE
4
Part II: Quantitative Data
Provide the following information about this project by filling in the blanks or putting a
checkmark next to the answer that best describes your project. If any of the questions
are not relevant to this project, write N/A.
1 . What is the size of the community served by this project?
(Check as many as applicable)
Collection Development
Tutoring
Computer Assisted
Other Technology
Employment Oriented
Intergenerational/Famity
English as a Second Language
(ESL)
3. Did you target a particular population? (Check as many as applicable)
Homeless Homebound
X Hearing Impaired Seniors/Older Citizens
Visually Impaired Migrant Workers
Learning Disabled Indian Tribes
Mentally Disabled Intergenerational/Families
Workforce/Workplace English as a Second. Language
Inmates of Correctional Institutions
Other (describe)
under 10,000
between 10,000 - 25,000
between 25,000 - 50,000
between 50,000 - 100,000
between 100,000-200,000
X over 200,000
2. What type of project was this?
Recruitment
Retention JL.
Space Renovation JL_
Coalition Building
Public Awareness
X Training
Rural Oriented
X Basic Literacy
X Other (described Deaf
4. If this project- involved tutoring, what tutoring method was used?
Laubach LVA Michigan Method
Orton-Gillingham x Other (describe) lva adapted for Deaf
5. ff this project involved tutoring, how was it provided? (check as many as
applicable)
X one-on-one tutoring small group instruction
classroom instruction
6.(a) tf this project involved tutoring, was the learning progress of the adult literacy
students quantitatively measured? yes _Ji_ no
(if “yes", identify any tests, questionnaires, or standard methods used and
summarize student results.)
6.(b) tf this project involved tutoring, were qualitative outcomes of student progress
documented? _JL yes no
(if “yes", briefly describe how progress was determined and summarize student
results. You may attach samples of any documents used to record observations
or demonstrate outcomes.)
Tutor form and student form attached. Students and tutors both reported
some progress. Due to short time tutoring during grant period, progress
was subjective, largely in the area of confidence.
7. During the course of this project were any of the following items produced? if
so, attach a copy to each copy of the report.
X bibliography resource directory
curriculum guide evaluation report'
training manual survey
public relations audiovisual newsletter(s)
training audiovisual _2L other (describe)
recruitment brochure Basic How to Manual
o
o
8 .
During the course of this project:
How many adult learners were served? (i.e., individuals who made use of the
library’s literacy project services in some way) ^4
Of those served, how many received direct tutoring service?
How many hours of direct tutoring service did they receive? 98.3
How many new volunteer tutors were trained? _A1
How many current volunteer tutors received additional training? _0
How many volunteer tutors (total) were involved? 12
How many non-tutor volunteers were recruited? i
How many service hours were provided by non-tutors? 18
How many librarians were oriented to literacy methods, materials,
and students? 2
How many trainers of tutors were trained? __2
Part III: Narrative Report
i
Provide a narrative report that includes the following information:
1 . A comparison of actual accomplishments to the goals and objectives set forth in
the approved application. Describe any major changes or revisions in the
program with respect to approved activities, staffing, and budgeting, including
unspent funds. Explain why established goals and objectives were not met, if
applicable.
2. Provide a comparison between proposed and actual expenditures by budget
category, i.e., personnel, travel', materials, etc.
3. Provide, as appropriate, specific details as to the activities undertaken — e.g., 'rf
library materials were acquired, describe the kinds of materials purchased; if a
needs assessment was conducted, describe the results of the assessment; if
training was provided; describe the training and include the dates and topics; if
services were contracted out, describe the contractor’s activities.
4. Describe the role the library has played in the accomplishment of the goals and
objectives set forth in the approved, grant, including, v^ether the library was
involved in the project’s implementation or as a resource and site- only.
5. Provide names of agencies and organizations recruited to volunteer their
services for the literacy program or that were involved in the coordination and
planning of the literacy program. Describe the nature of their role.
6. Provide the names and locations of libraries and other sites whose facilities were
used for this project.
7. Describe the impact of the Federal project on the ongoing program of the
grantee.
Note; Narrative reports are not expected to exceed 20 double-spaced typewritten
pages.
[Further rnonie^ or other beo^fts may, but not necessarily, be withheld under these programs unless
these reports are completed and filed as required by existing law and regulations (20 U.S.C. 351 ^ seq.;
34 CFR Parts 75 and 77).]
1
This project was a cooperative effort between the Onondaga County Public Library, the
local affiliate of Literacy Volunteers of America (Literacy Volunteers of Greater Syracuse-
LVGS), and Aurora, a private non-profit agency for the Deaf.
The project gave Central New York a good start in establishing a program to teach deaf
adults to read. Positive outcomes included the creation a pool of trained tutors, increased
understanding of literacy instruction for deaf adults, and increased interest in instruction of
deaf adults at the national level on the part of Literacy Volunteers of America. The project
enhanced OCPL’s role in literacy instruction by making the library a player in meeting the
needs of this special population and by making it a focal point for specialized information
available. ^
OBJECTIVES
Meeting specific objectives, the project attained or exceeded the stated aims to the extent
that the constraints of time allowed. The first objective was:
• to have a consultant conduct a workshop to train 3 local trainers and 30 tutors to
teach the Deaf basic reading using a specially adapted curriculum.
OCPL Narrative
O
ERIC
3
2
Bryan S. Lloyd from a Gallaudet University Regional Center trained 12
volunteer tutors on February 20 and 21, 1993.
In addition to the 12 tutors, the project coordinator, the project director,
OCPL’s Literacy Coordinator, LVGS Tutor Trainer, and the founder of
Literacy Volunteer of America, Ruth Colvin attended the training.
There now exists the capability locally to continue to train tutors.
•to have 30 deaf or hearing impaired students matched with tutors, meeting in
libraries once or twice each week to learn to read.
18 students registered for tutoring. The numbers of students exceeded the
number of tutors that we were able to recruit. We could not recruit students
because word of mouth alone created a waiting list of students.
We tried small group instruction to maximize tutor skills for the students on
the waiting list. This was not successful because there was too much disparity
in the student’s levels of reading skills and language abilities.
OCPL Narrative
10
3
•to train all tutors in the use of software identified for use with the Deaf and to
have all tutors use microcomputers in at least some sessions with their students.
Use of computers was emphasized in tutor training and in follow-up sessions
with the tutors. The short length of time did not permit actual use of this
aspect of instruction during the grant period. However, student evaluations
indicated a need for more practical reading experience, which would lead the
tutor to use the computers as a very practical reading experience for the
students as they continue meeting beyond the project’s year.
’ • to have the coordinator carry out the activities of the project including implementa-
tion of training and the evaluation plan.
OCPL was most fortunate to have Jennifer Dadey as the coordinator for this
project. Ms. Dadey’s performance of her duties was outstanding. She made
many contacts interviewing students, evaluating their language and reading
skills, and matching them with tutors. She was the tutor who experimented
with the group sessions in an effort to satisfy more of the students who had
been recruited.
OCPL Narrative
4
The project coordinator maintained contact with the tutors, providing advice,
problem resolution, access to library materials, and offering moral support.
She maintained records, oversaw evaluation, recruited tutors, conducted
research on teaching deaf adults to read and improving language skills. A
Dialog search yielded little information. The ALEC bibliography, attached,
did lead to helpful materials.
She tried to find a test to use to determine the students’ reading and
language levels before and after tutoring.
BUDGET
Expenditures deviated shghtly from the proposed budget, largely in the area of personnel.
There was a delay in getting Ms. Dadey on the payroll, and then, her plans to attend
graduate school to become a teacher of the deaf caused her to leave earlier than
anticipated.
OCPL Narrative
ERIC
12
Budgeted amount
expenditure
wages
10,016
travel
426
fees for services
3000
benefits
1206
equipment
3155
materials
6145
total
23,448
5119
326 transferred to fees for services
2800
635
3071
5764
16,871
An important change in the budget was brought about by the need to include funding for
interpreters for the hearing impaired at the tutor training sessions, at follow-up sessions for
the tutors, and for several meetings for the project coordinator. It is critical to the success
of projects targeting deaf individuals that sufficient funds be allocated to provide for
interpreters at all training sessions and group meetings.
OCPL Narrative
6
ACTIVITIES
The project coordinator was recruited by Aurora’s efforts utilizing their contacts within the
deaf community. She was trained by OCPL and by Aurora; fortunately, she was a quick
learner and a self-starter who creatively and independently carried out her responsibilities.
A tty was provided in her office at the Central Library to give her communication capability
by telephone. The New York State telephone relay system was heavily utilized for
communicating with people when the project coordinator was not in her office.
Tutor recruitment was overseen by Literacy Volunteers of Greater Syracuse, with clerical
work provided by OCPL. Student recruitment was handled by Aurora.
Literacy Volunteers of Greater Syracuse staff conducted tutor training sessions at OCPL’s
Betts Branch Library from 9 a.m. to 4 p.m. on January 9, 16, and 30, with follow-up session
on April 24. The grant paid the fee for the tutor training for the individuals who
participated.
On February 20 and 21, Bryan S. Lloyd from a Gallaudet University Regional Center
conducted the training session for the tutors to help them adapt the LVA tutoring methods
to the needs of the deaf. Mr. Lloyd was a substitute for the substitute we had expected to
do this presentation. Because he was given this assignment with very short notice, the
OCPL Narrative
7
training was not as finely targeted as we had hoped that it would be. He is to be
commended for the presentation that he gave, with the understanding that it was not what
was Expected. The tutors already knew a great deal about deafness and the deaf; what they
actually needed at that point was specific and detailed information about how deaf adults
learn and how to teach deaf adults to read.
Some of this shortfall was compensated for with local speakers. On May 18, an Aurora
staff member spoke about how ASL translates into English. On June 16, a lively discussion
with a hearing and a hearing impaired teacher focused on actual experiences working with
deaf adults in a learning situation.
The project coordinator conducted one additional training session to train a tutor who
missed the GaUaudet sessions.
All tutors had access to the book by Valerie Meyer and Donald Keefe, Reading for
Meaning, which was recommended repeatedly by those working in the area of deaf literacy.
Grant funds paid for multiple copies of this title to assure access for all of the tutors.
Equipment acquired included a table; chair; a computer; Project Star software, levels 1
through 6; Aquarius software.
i5
OCPL Narrative
8
EVALUATION
OCPL’s role in this project was largely as a resource and a site. The project director served
as the supervisor for the project coordinator, but she was primarily self-directed. OCPL
provided oversight for the management of the funds, placing orders, receiving equipment,
coordinating interpreters, carrying out publicity. The project coordinator sought information
appropriately from all three organizations depending on her needs. Linking with OCPL’s
Literacy Coordinator for computer training and information about OCPL’s literacy
resources.
Considering the rate of loss of students that we had anticipated, we were very pleased with
the student retention rate. Only four out of 18 students active in the program dropped out.
Tutor retention, on the other hand, was worse than expected. We lost half of the tutors
for varied reasons, ranging from lack of time, to loss of job, to health problems. This would
indicate that finding volunteer tutors with sufficient signing skills and the time to commit
to a project of this nature is an area of concern.
Tracking forms were created for number of hours of tutoring, summary sheets are attached.
Progress reports for both students and tutors were designed so that they could evaluate the
program. Many students had not progressed far enough with their skills to be able to fill
out progress reports, but this was anticipated.
OCPL Narrative
O
ERIC
r\
lb
9
The project coordinator searched for a test for use with the Deaf to measure skill level and
progress, testing grammar, vocabulary and reading comprehension. Among the tests
recommended were TOEFL, CASAS, TABE, the Michigan and California tests. In
addition, the Learning Disabilities Association of Central New York recommended
Woodcock Johnson. All of these tests require money and training which were not provided
for in the grant. The project coordinator consequently used part III of the LVA READ
test to determine reading comprehension and the STEP diagnostic test (Gallaudet) to rate
grammar and language skills. Had we foreseen this difficulty, we could have included
substantial funding in the grant for testing. It would have been helpful as well, to have an
on-going consultancy paid for so that someone like Donna Harris or Beth Schreiber would
have been available to assist. Both were helpful in many ways over the telephone, but a
t
paid consultancy would have created stronger ties and would have made us feel freer to ask.
OTHER AGENCIES
Literacy Volunteers of Greater Syracuse and Aurora were partners in this project as
described above. Literacy Volunteers of America has a great interest in the project and
is considering a module for the deaf at the national level.
1 /
OCPL Narrative
10
LOCATIONS
Onondaga County Public Library Central Library, Beauchamp Branch, Betts Branch, Petit
Branch, Maxwell Library (Camillus), and the North Syracuse Library were all sites for
aspects of this project.
IMPACT
The accomplishments of the project were recognized by Aurora at their annual meeting in
October. Both the Project Director and the OCPL Literacy Coordinator received awards
in appreciation of support in the development of basic literacy services to deaf persons.
The grant funding has brought the capability to the area to conduct tutor training and
volunteer tutoring for deaf adults who need to learn to read. The equipment and software
are now being heavily utilized not only by the deaf students, but by other hteracy students
and their tutors. The software is excellent in meeting the needs of this population, but so
expensive as to prohibit our ever being able to acquire it without this kind of substantial
funding.
Housed at the Beauchamp Branch, the computer is soon to be joined by another computer
for a project called the Homework Connection. It is our hope that the two computers will
1 o
JL (J
OCPL Narrative
11
form the nucleus of a computer center. Serving a largely economically disadvantaged
population, the Beauchamp computer center will give computer access to the disabled and
educationally disadvantaged, a group who probably have no other access to such equipment.
Staff from all three agencies continue to meet to discuss ways to bring their resources
together to keep the tutoring of deaf adults an on-going activity.
OCPL Narrative
ID
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BEST COPY AVAILABLE
ONONDAGA COUNTY PUBUC UBRARY 3 SYRACUSE, NEW YORK
NICHOLAS J. PIRRO, COUNTY EXECUTIVE BRUCE E. DANIELS, DIRECTOR
FEBRUARY 1993
GQLDEH ANARD WXimER Janet Lomicka, head of The Browse-About at the Robert
P. Kinchen Central Library, has been selected as the
winner of the 1993 Ossie C. Golden Trustee Award for outstanding service to
Onondaga County Public Library.
She received the award, which consists of a monetary gift from the C. Fred
Betts Trust Fund, a certificate and inclusion of her name on an engraved
pewter bowl, at a ceremohy in the Central Library’s Curtin Auditorium.
In presenting the award, M. John White, OCPL board of trustees president,
said, ** Janet Lomicka's energy, enthusiasm and positive attitude in working
with library staff and the public look easy.
"But The Browse-About is a high profile department that provides the public
with popular fiction and nonfiction. In addition, every Central Library user
enters the library through her department, and many stop at The Browse-About
information desk before using materials on other floors," he continued.
Ms. Lomicka was director of the DeWitt Community Library before joining OCPL.
At OCPL's Carnegie Building, she worked in fiction and humanities, reference
and technical services. Prior to assuming her present position, she headed
Paine Branch, 113 Nichols Avenue.
She has been active in Librarians Unlimited, a Syracuse— area professional
organization for librarians of all types. She also serves as vice-president,
president-elect of the New York Library Association's Reference and Adult
Services Section.
OCPL is fortunate to have many staff who put "the good of the library" before
the interests of their own unit; none, however, more consistently than Janet
Lomicka. As Central Library unit heads and staff have struggled with
maintaining services in the face of substantially reduced resources, it is
always Ms. Lomicka who can be counted on to articulate the "big view,"
volunteer positive perspectives on change, and embrace the "we— can— do— it"
approach.
For many who remember, Ossie Golden's presence on the Main Floor of the former
Syracuse Public Library represented all that was wonderful about the library.
Janet Lomicka continues that tradition for the thousands of people who enter
and use The Galleries Library.
Vol. 16
No. 2 ISSN 0046-8746
4 -
IHPACT OF COTS FKLT So, what happens to a library that drops telephone
reference, bookmobile and books-by-mail service, cuts
hours, and increases fines all in one fell swoop starting January 4, 1993?
Not surprisingly, it doesn't make for the happiest of new years for anyone,
including County Legislators and the County Executive's Office, who also get
in on the receiving end of lots of user calls.
Because the economic impact of whatever you choose to call it — the recession,
the mini-depression — has been broadly felt, the public is by and large
understanding of the circumstances that have forced library service cut-backs
and increases in charges. That doesn't mean, however, that they give up their
right to question, comment on, and, otherwise, challenge the operational
impact of changes that personally affect them.
The value of library service to a community is widely appreciated in general,
but even library staff have been impressed with the sense of loss expressed by
users of particular services that have had to be cut. These sentiments will
be uppermost in our thoughts as OCPL continues its efforts to increase the
base of support for vital library and information services.
LIBRAKT DAT February 9, 1993 is "Library Day in Albany," your
IN ALBANY opportunity to meet with your legislators and discuss
the need for library funding. The Central New York
Library Resources Council has scheduled appointments with area legislators and
those planning to go can call Keith Washburn, Executive Director, at 478-6080
for an up-to-date appointment schedule. A New York Library Association
orientation to Library Day will be held in the Assembly Parlor every half hour
from 9:00 a.m. to 12:00 p.m.
LITERACY FOR Literacy tutors will be able to adapt their tutoring
DEAF ADULTS skills to the needs of the deaf with the help of
Kathleen Vesey, Director of the Gallaudet University
Northeast Regional Center. Ms. Vesey will present a two-day workshop on
February 20 and 21 at the OCPL Betts Branch, 4862 South Salina Street. The
two full days will cover issues of deaf culture and how the literacy
techniques should be adapted for effective use with adult students who are
deaf and hard of hearing. Among the techniques discussed will be language
experience approach, mind mapping and word banks.
The workshop is part of a project OCPL is conducting in cooperation with
Aurora and Literacy Volunteers of Greater Syracuse with Federal Library
Services and Construction Act Title VI funding. Tutors trained by Literacy
Volunteers who attend this workshop will be matched with deaf adults who are
unable to read.
CX2ALITION DIRECTORS Melina Hansen, OCPL Literacy Coordinator, and Jon
NAMED Randall, OCPL Literacy Hotline Coordinator (and
public policy analysis with Literacy Volunteers of
America) have recently been appointed co-directors of the Onondaga County
BEST COPY AVAILABLE
27
Nicholas J. Pirro, County Executive
Bruce E. Daniels, Director
Helene Ballantyne, Editor
FEBRUARY 1993
NEWS YOU CAN USE
IF YOU’RE LOOKING FOR INCOME TAX PREPARATION MATERIALS OR
ASSISTANCE, PLEASE INQUIRE AT YOUR LOCAL ONONDAGA COUNTY PUBLIC
UBRARY (OCPL) UBRARY. SOME LOCATIONS HAVE AMERICAN ASSOCIATION
OF RETIRED PERSONS (AAHP) VOLUNTEERS WHO HELP FILL OUT TAX
FORMS; OTHERS MAY HAVE BOOKS OF TAX FORMS THAT CAN BE
PHOTOCOPIED. PLEASE CHECK WITH THE LIBRARY IN YOUR AREA. AND,
DUE TO FUNDING CUTS, THE CENTRAL LIBRARY NO LONGER OFFERS
TELEPHONE REFERENCE SERVICES SO PHONE INQUIRIES CANNOT BE
ANSWERED THERE.
DO YOU KNOW SOMEONE WHO HAS DONE AN OUTSTANDING JOB ON
BEHALF OF PEOPLE WITH DEVELOPMENTAL DISABILITIES? THE NYS
DEVELOPMENTAL DISABILITIES PLANNING COUNCIL (DDPC) HONORS SUCH
INDIVIDUALS AND IS SEEKING NOMINATIONS IN SEVEN CATEGORIES;
INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES, VOLUNTEERS, PRIVATE
INFORMATION ON DISABILITIES IN BRAILLE, LARGE PRINT & ON CASSETTE
FR?r Onondaga County Public Library, The Galleries of Syracuse, 447 S. Sallna Street
Syracuse, NY 13202 -2494 Voice (315)448-4700 TDD (315)448-4664 Fax (315)435-8533
ISSN GRR:^ . '^47R O O
/I
- 2 -
SECTOR EMPLOYERS, LOCAL PUBLIC OFFICIAL, MEDIA, NON-GOVERNMENTAL
EMPLOYEE AND PUBLIC EMPLOYEE. EACH NOMINEE IS TO HAVE MADE A
SIGNIFICANT CONTRIBUTION TO INCREASING INDEPENDENCE, INTERDEPEN-
DENCE, PRODUCTIVITY, COMMUNITY INTEGRATION AND INCLUSION OF
PERSONS WITH DEVELOPMENTAL DISABILITIES. NOMINATIONS ARE DUE
FRIDAY, FEB. 19; REQUEST A NOMINATION FORM FROM: ISABEL MILLS,
EXECUTIVE DIRECTOR NYS DDPC, 155 WASHINGTON AVE., 2ND FLOOR,
ALBANY, NY 12210.
SURVIVAL SIGN LANGUAGE CLASSES FOR BEGINNERS WILL BE OFFERED BY
AURORA OF CNY FROM 5:15 TO 7:15 P.M. AND FROM 7:30 TO 9:30 P.M.
THURSDAYS FROM FEB. 11 THROUGH APR. 1. THE $50 FEE INCLUDES ALL
INSTRUCTIONAL MATERIALS AND IS PAYABLE AT REGISTRATION. CLASS SIZE
IS A MINIMUM OF SIX AND A MAXIMUM OF 15. DETAILS OR REGISTRATION:
AURORA, 422-7263 (VOICE), 422-9746 (TDD).
LITERACY VOLUNTEERS WILL LEARN TO ADAPT THEIR TUTORING SKILLS TO
THE NEEDS OF THE DEAF AT A TWO-DAY WORKSHOP FEBRUARY 20 AND
21 IN OCPL’S BEHS BRANCH, 4862 SOUTH SALINA STREET. KATHLEEN
VESEY, DIRECTOR OF GALLAUDET UNIVERSITY’S NORTHEAST REGIONAL
CENTER, WILL TEACH THOSE WHO HAVE ALREADY RECEIVED LITERACY
VOLUNTEERS TRAINING ABOUT COVERS DEAF CULTURE AND TECHNIQUES
SUCH AS LANGUAGE EXPERIENCE APPROACH, MIND MAPPING AND WORD
BANKS ADAPTED FOR USE WITH ADULT STUDENTS WHO ARE DEAF AND
HARD OF HEARING. THE WORKSHOP IS PART OF A PROJECT SPONSORED
BY OCPL, AURORA AND LITERACY VOLUNTEERS OF GREATER SYRACUSE,
o
ERIC
2D
A Library Literacy Project for the Deaf: The Basics
Onondaga County Public Library, Syracuse, New York 13202
1993
The contents of this publication were developed under a grant from the Department
of Education. However, those contents do not necessarily represent the policy of the
Department of Education, and 3 0U should not assume endorsement by the Federal
Government.
BEST COPY AVAILABLE
o 0
ONONDAGA COUNTY PUBLIC LIBRARY
447 South Salina Street
Syracuse, NY 13202
Report prepared by: Sharon Nottingham
315-448-4700
Grant number R167A20032
10/1/92-9/30/93
Award amount: $23,448
Expended: $17,389
31
HOW TO SET UP A LITERACY PROGRAM FOR THE DEAF
This project was a cooperative effort between the County Library
system, a Literacy Volunteer of America affiliate and a private
agency for the Deaf. The cooperative nature allowed the project
to access the teaching resources each entity had: computer
programs, reading materials, literature on teaching, and
specially adapted materials for use with the Deaf.
You need to define the scope of the project. Basic literacy, GED
prep, what? The project is designed to provide an opportunity
for individuals who want to improve their English skills to
achieve those goals. Our project's purpose was to improve basic
reading skills.
You need to identify a source/pool of potential tutors and
students .
Tutors need to be skilled in Sign Language. Preferably
fluent in American Sign Language (ASL) , minimally have an
advanced level of skill in Sign Language (equivalent to 4
courses of ASL or completion of VISTA levels 1 and 2) . You
can anticipate that only about half of the originally
recruited tutors will actually tutor on a regular basis.
Additionally, these tutoring assignments will tend to be
longer term than with hearing people, so tutor commitments
need to be long term. Potential tutors need to be
interviewed by the coordinator and their sign language
competency evaluated.
You need to identify a person to coordinate the program.
It is preferable for the coordinator to be a Deaf person.
The coordinator needs to be a good communicator. The
person needs to be equally skilled/competent in English and
ASL and have a good understanding of Deaf culture and the
ways in which Deaf persons learn. A teaching background is
helpful .
You need to determine the method or mode of teaching/training
tutors .
We selected the Literacy Volunteers of America (LVA)
teaching model . Tutors underwent the standard Literacy
Volunteers "Basic Reading Tutor" training. That training
was then supplemented with training designed specifically
for tutors working with Deaf students. Alternate
techniques, to replace the use of phonics with hearing
persons, were taught. The emphasis was on the use of "mind
mapping" as a alternate technique and the influence of Deaf
culture on the learning process.
Some of the tutors we trained had also taken the LVA
"English as a Second Language" (ESL) tutor training. Two of
the three individuals who did this felt the ESL training was
more applicable. We felt we did not have a broad enough
base of opinion to warrant making a change. The ESL
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curriculum is more conversationally oriented and our project
was designed to address reading.
We felt it was important for the prospective tutors to
undergo the entire Literacy Volunteers basic reading
training so they would have a reference point when the
alternate techniques were taught. However, the tutors found
the predominance of phonics in the LVA training curriculum
to be frustrating because it was not applicable to their
planned activities. Phonics was included as only one of the
techniques , but the prospective tutors seemed to bothered by
its inclusion in the training.
The language experience story was one of the primary
techniques used with students .
In the training of tutors, we tried as much as possible to
utilize LVA's forms, processes and procedures in the hopes
that at some point the project might be absorbed into their
organization .
You need to recruit students.
You need to have access to referrals or be able to identify
individuals who have an interest/desire to improve their
english skills. Students need to be interviewed and their
current level of English skill evaluated. Also of concern
is the students ability to travel regularly to a selected
meeting site. This was done by the coordinator.
Something that we did not do but should be done, students
goals need to be assessed, are they achievable in a
reasonable time, 1 to 2 years?
We encountered difficulty in accurately assessing potential
students current level of english skill. The LVA prepared
materials on sight vocabulary did not lend itself well to
sign language translation so many students appeared to
posses a 8th grade sight vocabulary when functionally, they
clearly demonstrated that they had not achieved that level .
During the time the project was in operation, we were not
able to find other suitable materials. It is possible
something more appropriate may exist in materials used to
asses the skills of learning disabled persons. The STEP
materials from Gallaudet were reviewed but found to be more
advanced than the skills of the students we were evaluating.
No satisfactory standard evaluation tool was found during
the project. We also had no way to evaluate student
progress .
The project coordinator is responsible for the tutor student
match - based on the information collected during the interviews.
33
Page 3
The project coordinator then becomes the primary support person
for the tutors. We found that our tutors had many of the same
experiences as other literacy volunteers - fears, doubts,
apprehensions and frustrations. We found it helpful to bring the
tutors together periodically, every 8 to 12 weeks, so they could
share and learn from their peers. We also provided informational
lectures on various aspects of Deafness and learning.
Common problems included - students not showing up for teaching
appointments, tutors becoming frustrated with lack of progress,
students wanting to use the teaching time to socialize with . the
tutor.
Training for Volunteer Tutors Working with the Deaf
I* Introduction and Goals
A. Welcome tutors and introduce myself.
* I would like to welcome all tutors to this training session. My name
is Jennifer Dadey. I*m the Project Coordinator of the Adult Literacy
Project for the Deaf. The Onondaga County Public Library received a
federal grant. With the help of Aurora and LVA this grant permitted the
library to develop a basic reading program for Deaf adults. Tutors were
trained by Gallaudet University and Literacy Volunteers of America.
They were then matched with Deaf students who were interested in
improving their English language skills. This grant is completed
September 31, 1993. I will be leaving this program on September 2, 1993
because I will be pursuing a degree in Deaf Education out— of— state. I
am training tutors who are interested in working with Deaf Adults. As a
volunteer tutor, you will also be required to complete one of the LVA
workshops. A volunteer will be taking over my responsibilities of
matching tutors and students. You will receive a student after all
training has been completed.
B. Tutors introduce themselves.
* Name
* Something they would like to share
* The most important thing that they would like to get out of this
training
* How they got involved/ interested in working with Deaf adult learners.
C. Tutor goals (photocopy for tutors)
D. Learner goals
E. Program goals
* Summary points of goals:
Most learners want to help self, some to help others. Most tutors want
to help others , some to help self . It * s good to have some selfish
motivation for tutoring Tutor *s, learner's, programs goals should all
fit together.
II. Deaf Educational Backgrounds.
A. Deaf educational background - tell us about person's identity and type
of education he/she has received.
BEST COPY AVAILABLE
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1. School for the Deaf (Residential School) - students reside at the
school during the week. Use and support sign language into the
classroom. Learn about Deaf Culture. Communication philosophy varies.
Deaf child can build leadership skills during afterschool activities.
2. Oral School for the Deaf - use of spoken English, lipreading and
residual hearing as methods of communication. Sign language is not
allowed.
3. Public School Programs for the Deaf - "inner city" day schools, not
residential .
4. Mainstreamed Programs - student has option of participating in a
regular classroom with interpreting services or taking some
self-contained classes with a teacher of the deaf. Regional day
programs .
5. Public or Private Schools - student may or may not have interpreter,
notetaker or other support depending on individual's situation. Deaf
student may feel very isolated because there are no other deaf peers to
interact with.
B. Deaf Literacy
* Stress importance of not saying I'm going to help you learn how to read,
but rather I'm going to help you to improve your reading skills.
* Young children whose parents don't know sign language start school
without a language. This has some disastrous effects on educational
development. You can't learn a language in the classroom unless you
already know a language.
* ASL and English are two different languages. For the Deaf, learning to
read is also a process of learning English.
* Multiple meaning of words are difficult for the deaf to learn. Each
meaning must be individually taught.
* Because spoken language is the basis for written language, those who
have never heard speech have an especially difficult time learning to
read.
* The literacy skills of the Deaf are lower than those of the general
population. The typical 18 year old student scores at only about 4th or
5th grade level on standard reading achievement tests.
* If they write things wrong, correct immediately. Some students don't
understand that what they write (English) and what they sign (ASL) is
not the same. Maybe conceptually what they sign and write is the same
but grammatically it's incorrect. ASL is not a written language.
Grammatical rules in ASL are similar to French and Spanish. Students
must write different than they sign.
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* Most Deaf people have such a wretched experience with English that by
the time they graduate from school with ’’minimal language skills” they
are happy to be finished. That’s the level of skill they maintain for
the rest of their lives. (Deaf Life Jan. 1991 p. 7)
* Be aware of visual distractions.
* Prepositions are very abstract (not representing things realistically)
in ASL. Prepositions are not always conceptual (For is hard to teach.)
Use pictures.
* Communication tips.
1. Make sure you have person’s attention before communicating. Look
directly at the person.
2. Ask the individuals about the best way to interact.
3. Use facial expressions.
4. Be aware of false impressions (nodding doesn’t necessarily mean ”I
understand” )
5. Repeat, if necessary. Rephrase your statements into shorter, simpler
sentences if you suspect you are not being understood.
6. Speak at your normal rate, unless you are a rapid speaker, then you
may want to slow down a bit.
7. If you have a soft voice, you may want to speak louder, but do not
shout.
8. Do not exaggerate your lip movements when speaking.
9. Do not chew, eat, or cover your mouth when speaking.
10. Do not repeat the same word if the deaf person has trouble
understanding you. Change to another word which may be meaningful to
the individual .
11. Do not communicate with a deaf person with your back to a light,
window, or mirror.
12. Do not assume all hearing-impaired people use the same mode of
communication .
13. Do not speak directly into the person’s ear, because this may distort
your message and hide important visual cues.
III. Learner/Tutor World
A. Discuss working with Adult Learners. Discuss negative/positive forces
which may hinder learner from reaching his/her goal. (handouts)
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* Summary :
* Negative forces can*t always be eliminated by tutors.
* Positive forces can*t always be created or controlled by tutors.
* Rather, tutors can (and should) always look for ways to decrease
negative forces and increase positive forces.
* Forces may be related to the learning situation, to the person and
his/her life, or to the society.
* Tutors may have more control over decreasing negative forces or
increasing positive forces in the learning situation than in the society
or in the learner *s personal life.
* "Tutor *s attitude is more important than signing skills. Signing skills
can improve with classes and interaction with the Deaf, but a poor
attitude will harm the student and not allow the tutor acceptance in the
Deaf community" Donna Harris.
* Not all matches are perfect. If you are not comfortable with your
student, you must notify the project coordinator. Learning will not
take place in an environment that is not friendly and optimistic.
* Two-way street. Tutor wants to learn to teach and student wants to
learn to read. They can share the Deaf and hearing culture with each
other.
B. Cross-Communication Case Studies. Discuss differences between tutor
and learner and problems that could arise. (handout)
* Summary :
* There may be differences between the tutor's lifestyle and the learner's
lifestyle which unconsciously cause friction.
* Tutors may discover that they have strong opinions (previously unknown
to themselves) about the learner's behavior, which are transmitted
subconsciously to the learner.
* Tutor and learner may have different expectations about the goals of the
tutoring sessions, the material used in tutoring, and or the techniques
used.
* Different expectations, lifestyles, or opinons may create communication
problems between tutor and learner. Tutor may or may not have control
over these problems and differences.
3 ^
O
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* Tutors do have control over how sensitive to learners * needs and
problems they are, how well they listen to the learner, and how closely
they plan the tutoring sessions to answer the needs and problems of the
learner*
* Practicing learner-centered tutoring can help, remembering that:
- this is a learning experience for both tutor and learner.
- respect for the learner involves taking time to understand the
learner's world.
- the learner's strengths come from his/her experiences, which derive
from both positive and negative events and influences in life.
C. Similarities and concerns between tutors of deaf and hearing students.
(Joanne's LVA notes)
IV. Deaf Culture
A. Deaf Culture - the Deaf Community is made up of those who share a
common language, common experiences, and common values.
* In Deaf humor, there is an appreciation for situations in which the
hearing person is considered the loser. Very often the Deaf experience
oppression and they take opportunities to ridicule their oppressors.
* Some Deaf people believe we do not have a full-fledged culture in the
same way Blacks, Jews, or Hispanics have. Most ethnic culture is
transmitted from parent to child. Most Deaf people are born into
hearing families and many hearing parents cannot communicate with their
Deaf children.
* Deaf people are very direct in talking. They get right to the point.
Hearing people beat around the bush.
* Many deaf people use a variety of assistive and alerting devices in
their homes and work environments. These include flashing lights for
alarm clocks, door bells, fire alarms and phones. TDD and closed
captioned devices are used.
B. American Sign Language (ASL) - is not poor English. It is a language
of it own right and differs from English in syntax and grammar.
* Specific gestures and facial expressions represent certain words. Signs
are repeated for emphasis.
* English is oral-aural while ASL is visual-genstures.
V. Reading/Writing Methods
A. Language Experience Activity - student tells about a particular
personal experience and tutor writes down actual language used by
student. For ASL users, translate the story into English.
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* Tutors should:
- focus on meaning, not individual words.
- use an assisted reading method where the tutor reads with the learner
until the learner is comfortable reading on his/her own.
- refrain from dwelling on errors or stopping the learner as long as the
reading makes sense to the learner.
- select for word recognition those words that are important to the
learner.
- give positive reinforcement each step of the way.
* Advantages of using LES:
- uses the learner's own language.
- uses a story with which the learner is familiar.
- allows the learner to be highly successful.
- puts learner in control.
- is good for basic reader, first meeting.
- allows the tutor to get to know something about the learner.
- helps the tutor to determine the learner's knowledge of a speech
to-print match (how well they recognize the words in print that they
have said) .
B. Journal Writing Experience - Provides opportunities for students to
become more confident and fluent writers. Expression of ideas and
views, not the form in which they are written. Student must feel
their writing is worth sharing and that you will accept what is
written without being critical of spelling, language, punctuation,
grammar, etc. Grammar, spelling, and punctuation take a secondary
seat. Tutors never make corrections in a learner's journal. Rather
some of the student's consistent errors may become the focus for
specific classroom lessons. Place for the learner to feel comfortable
writing anything in any way, without having to worry about making
mistakes. Type of reflective writing whereas writer focuses on
thoughts, feelings or actions and writes about them in first person
narrative form.
1. Dialogue Journal Writing - on-going written conversations or letters.
Student picks the initial topic, which expands as conversation
continues. Interesting to the student because the topics have been
self-selected.
2. Learning Log Journals-Learner ' s own ideas and feelings about subject.
Prepares learners for a reading and enahlea them to see they already
know something about the topic and that such knowledge may help them
to better understand what is written in a given text. Ask them "What
do you know about ?" or "What did you like about ?”
C. Process-Oriented Writing - focuses on content rather than graimmar and
punctuation. Purpose: Write for meaning. "Reading is getting
meaning from the text, writing is giving or conveying meaning in the
text. "
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40
Page 7
1. Stages of Writing Process - stages that all writers proceed through as
they compose.
1. Rehearsing - thinking and “percolating” ideas for writing.
Exploring ideas, planning, and predicting about what will be
written.
2. Drafting - writing out some of those thoughts. Discovering meaning
by actually writing. Writing should be spontaneous. Don't worry
about spelling, grammar and punctuation.
3. Revising - reviewing what is written. The student decides whether
what was written was what was hoped for, if the writing makes
sense, and what needs to be changed for the material to be more
understandcible .
4. Editing - writer gives attention to grammar and spelling.
2. Ways to help the learner through each stage:
1. rehearsing - help learner choose a topic. Discuss why it is
interesting to learner.
2. drafting - putting ideas on paper. Guess at spelling.
3. revising - have learner read over what he has written and check for
meaning. Ask learner if writing says what he wants. Offer
comments and ask questions to help learner clarify vague or
misleading points.
4. editing - focus on one or two features. Focus on writing mechanics
such as spelling, capitalization, punctuation, verb tenses,
subject-verb agreement , etc .
3. How to respond to first draft writing.
* listen to what the learner is saying in writing.
* restate what you think the writer has said.
* ask questions to help clarify.
* discuss topic to help focus thinking.
* suggest areas for possible revision.
4. Important points to discuss:
* For many people, it is quite difficult to put thoughts into words on
paper; composing is demanding and complex thinking activity.
* Focusing on errors and making corrections will impede rather than
enhance a learner's progress in writing; as one exeimple, strategies for
progress in writing; as one example, strategies for approximating
spelling are better than having the learner struggle with spelling while
composing;
* It is important to give learners encouragement and guidance as they
write.
* Every time learners write and read back their writing, they are
practicing reading as well as writing.
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D. Essay writing
!• Ask questions
2. Analyze question
3. Outline
4. Rough draft
5. Proofreading
6* Revise
?• Final draft
E. The Directed, Reading-Thinking Activity. Reading - it is important to
analyze a book so that we can understand better.
1. Cover of book - discuss - What kind?
2. Setting - place - where?
3. Why author chose that setting?
4. Plot - theme - good - evil?
5. What is the writer trying to tell us?
6. Who were the characters?
7. When did it happen?
8. What is the overall message of the story?
9. Have student write about the story.
F. Vocabulary development
1. Context Clues - when student encounters an unfamiliar word she/he
should be encouraged to finish reading the sentence or several
sentences to gather clues which may help in determining the meaning of
the new word.
2. Three-step plan - (Peter, Paul and Joseph O'Rourke)
a. Activation and enrichment of prior knowledge.
* encourage the student to brainstorm for as many meanings as they
can related to the key word.
* create words or phrase for the categories.
b. Using and expanding concepts.
* create a pair of sentences and discuss the meanings of the word in
each sentence.
i.e. John puts his money in his piggy bank.
Mary sat on the bank of the river.
Jerry is learning how to park the car.
We like to eat in the park.
* riddles
- more -
O
ERIC
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i.e. I am a container. I am also a building.
I may hold money ^ bloody food or clothes.
What am I?
G. Mindmapping
* Mapping is a technique used with stories and factual information. It
is a visual representation of a concept, and utilizes drawing,
outlines, and graphics to depict information. Is good because
grammar is not important.
* It involves using a visual representation to connect people, places,
and events from the reading material.
* Use this for goal planning, lesson planning, note taking, outlines.
* This is motivating for students because there is a lot of creativity
involved.
* Mapping can enhance comprehension and is good preparation for writing
a story because it helps to organize sequences and thoughts.
VI. Case study of the first two lessons (see potential interview questions
and good reader strategies handout from Gallaudet training)
* 1st meeting - help them develop a positive attitude that this will be
a good experience for them.
* 2nd meeting - centered on students goals. What do they want to read?
What do they want from these sessions?
VII. Error Correction
A. When is it appropriate to correct?
* If the correction coincides with the goal of the activity. (If you're
working on reading or writing, you may not want to correct grammar.)
* If the learner feels secure enough to work on corrections.
B. How often should you correct?
* If there are many errors with the learner's language, you may choose
to work on only one or a few in order to avoid an overload.
* If the learner does not have the understanding necessary to handle the
correction (if material is new) you can use the "error” to plan future
lessons rather than try to get the learner to correct something of
which she/he has no prior knowledge.
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more
Page 10
C. How should you correct?
* Encourage self correction whenever possible; peer correction is
another option for small group tutorials depending on the level of
trust and mutual respect of the learners involved.
* Provide reinforcement of correct language without directly correcting
the learner’s mistakes (through dialogue journal writing)
* Refrain from interrupting the learner by making note of actual
mistakes, and work on them with the learner at another point during
the tutoring session or in future sessions.
X. Peer Teaching Activity
XI. Deaf Organizations and Resources
1. List of materials that I have.
2. Deaf resources handout.
3. Reading for Meaning by Val Meyers and Donald O’Keefe.
4. Computer software at Beauchamp
XII . Quest ion/Answer/Wrap-up/Evaluat ion
44
Teaching Deaf Adults
I. Deaf Culture
*Definition: Social, communal, and creative force of, by,
and for deaf people based on ASL (Communication,
social, art, entertainment, recreation -deaf clubs,
sports). There is an attitude (You're not one of us,
you don't belong)
*Deaf people view sports as social, a kinetic way of
expressing "belonging". "Deaf tribal sports" - every-
one can participate (volleyball, bowling, baseball
and basketball).
*Some deaf people do not believe that we have a full-
fledged culture in the same way blacks, Jews, Italians,
Indians, or Hispanics have. Most ethnic culture is
transmitted from parent to child. Most deaf people are
born into hearing families and many hearing parents
cannot communicate with their deaf children.
*Deaf people have their own visual literature - ASL
poetry, plays, storytelling, humor, songs, and mime.
(Deaf Life Dec 91 p. 8)
*Deaf people are very direct in talking. They get right
to the point while hearing people beat around the bush.
II. ASL - What is it?
A. Explain the difference between ASL and English
* Sign language - specific gestures, facial expressions,
represent certain words.
* The English language is overwhelmed with idioms and
synonyms in printed form.
* English is oral-aural while ASL is visual-gestures.
* In Signed English - word^ are mouthed. ASL, they are
not and eyebrows are positioned and expressions are
exaggerated. Signs in ASL are repeated for emphasis.
* In ASL, the subject, the topic of the sentence, often
comes first. Modifiers (adjectives come after the
subject). Signed English follows English Structure.
(Deaf Life Nov. 92 p 8)
* ASL is the heart of the deaf community.
* ASL structure, syntax (the way words are put together
to form sentences) and semantics (meanings) is unique.
* Young children whose parents don't know sign language
start school without a language. This has some
disastrous effects on educational development. You
can't learn a language in the classroom unless you
already know a language.
III. Deaf Literacy
*ASL and English are two different languages. For the
Deaf, learning to read is also a process of learning
English .
*Multiple meaning of words are difficult for the deaf to
learn. Each meaning must be individually taught.
45
*Reasons for the differences in literacy skills lie in
the nature of learning to read. Young hearing children,
through listening and speaking to their parents, develop
language skills that deaf children do not. They learn
that spoken words relate to objects and conditions in
the world around them. Words give them a tool for
internalizing and expanding their experience. Hearing
children bring to reading larger vocabularies, more
experience, and more developed thinking skills than
their deaf counterparts .
(Indiana Literacy Coalition Grant)
*The literacy skills of deaf people are lower than those
of the general population. The typical 18 year old
student scores at only about 4th or 5th grade level on
standard reading achievement tests .
*Because spoken language is the basis for written
language, those who have never heard speech have an
especially difficult time learning to read.
*Most deaf people have such a wretched experience with
English that by the time they graduate from school with
"minimal language skills" they are happy to be
finished. That's the level of skill they maintain for
the rest of their lives. (Deaf Life Jan. 1991 p.7)
IV. Tutoring - best learning environment
*Tutors must help students feel good about themselves
to boost their self-esteem.
*Interesting and productive tutoring sessions - not
boring .
*Must have the right feeling (not upset)
*Student must be motivated
*Work on small goals and advance to bigger goals,
ie. Getting a driver's license (small) to improving
vocabulary (big).
*Comfortable with each other.
*Student-centered program.
*Be specific, not vague. Not "I hope you've been
reading." But "Did you read this?"
★"Tutor's attitude is more important than signing
skills. Signing skills can improve with classes and
interaction with the deaf, but a poor attitude will
harm the student and not allow the tutor acceptance in
the Deaf Community." (Donna Harris)
★Not all matches are perfect. If you are not
comfortable with your student, you must notify the
project coordinator. Learning will not take place in
an environment that is not friendly and optimistic.
★Two way-street. Tutor wants to learn to teach and
student wants to learn to read. They can share the
deaf and hearing culture with each other.
V. Methods of teaching
A. Language Experience Story
B. Mind Mapping
2
C. Dialogue Journals
*Tutor and student engage in a written conversation.
*Advantages : 1. Shows that writing is a form of
communication .
2. Attention is directed to meaning
rather than form.
*Dictionary - Student makes dictionary of one's own
words that he does not know.
D. Keeping separate files of ASL and English.
*ie. Write one sentence in ASL in red ink and
other sentence in English in blue ink.
E. When teaching idioms, you should use pairing, rather
than translation, ie. Have-possession, not-yet,
must-obligation, touch-finish. (A.A.D. Dec . 1988p334 )
Reading for Meaning: Selected Teaching Strategies
By: Donald Keefe and Valerie Meyer
Chapter 1 The Adult Learner
1. They have responsiblities far exceeding those of
young children. These responsibilities often
compete with their desire to learn. ie. A person
may miss a class not out of lack of desire or
neglect but rather due to family or work
responsiblities .
2. They are impatient learners. Most seek reading
instruction for very specific reasons. Know a
learner's immediate reading needs.
3. Many learners have a history of repeated failures in
educational settings. Be supportive.
4. Most adults with reading disablities have a well-
developed sense of the ASL language.
5 . Adult learners can explain what seems to work best
and why - they can observe and relate their own
progress .
6 . Best learning environment is one which meets the
learners needs and the atmosphere is one of mutual
respect and concern.
A. Conversation Suggestions - First meeting
*Let the learner know that he/she is not alone.
*Discuss the fact that learning to read does not happen
all at once.
*Learning to read requires a commitment of time and
endurance .
*Encourage the learner to be open and honest about his
or her progress.
*Let the learner know that you have experience in
teaching reading or that you have received special
training to do so.
3
47
Chapter 2 The Theory Behind the Strategies.
1. How comprehension happens. . .
*Comprehension is a process in which readers sample,
predict, confirm and integrate the text. Good readers
do all this almost unconsciously. Poor readers must be
taught this four-step process, (p.7)
*Sampl ing-what you do before you read some-
thing to see if it contains what you are
after. scanning, headings, pictures,
graphs, charts, etc.
*Predicting-anticipate what the text will say.
*Conf irming-what you do automatically after
predicting. Confirming answers your questions.
* Integrating-assimilate what you read into
what you already know.
*Why comprehension fails to happen . . .
Poor readers do not understand because they have not
been taught how to read for meaning (not a meaning-
making process) . Instead they view reading as a
product, identifying and sounding out each and every
word .
Chapter 3 : Profile One Readers and Teaching Strategies
I. Profile One learners have the following characteristics:
* Have independent and instructional levels at or below
the first-grade range and limited sight vocabulary.
* Have listening-capacity levels below the second-grade
range, indicating a very low potential to learn.
* Were often previously enrolled in special education
classes . i
* Often have auditory discrimination problems and are
unable to repeat short sentences or to express thoughts
fluently .
* Have a history of poor school attendance.
* Sustained childhoold illnesses.
* Often appear in poor health.
* Have chaotic home environments not conducive to
studying.
* Generally are unemployed or hold very low-skilled
jobs .
A. Teaching Strategies for Profile One Readers
1. Reading Interview
* Help the learner better understand what and why
people read. Ask the following questions to help
reader understand that purpose of reading is to
gain meaning.
1. "Tell me everything you have read in the last
week . "
2 . "What are things you have seen other people
read? Why do you think they read them?"
3. "Let's list the reasons people read." (to learn
something, to follow directions, to be
entertained, etc.)
4. "Let's look at examples of what people read and
talk about how we might read each one
differently because we have a different
purpose for reading each one." (Recipes need
to be read in entirety. Catalogs, phone book
require that we read only parts.)
5. "Let's rank and discuss the following in their
importance to reading: pronouncing word,
reading smoothly, reading fast, understanding
meaning. "
6. "During the next week, remember what you read
and why . "
7. Have student conduct survey to find out why
people read.
2. Reading and Beginning Writing.
1. Each session read to the learner and point to
the words .
2. Discuss beginning of a word, the end of the
word and the various letters .
3. Discuss with student that we read from left to
right and from top to bottom.
4. Encourage writing. Ask reader to read.
5. Let learner watch you write. Read words as you
write them. (ie. Grocery list)
3. Language Experience stories.
* After student feels comfortable with langauge
experience story, select key words from stories
and replace words with blanks for student to fill
in .
4 . Environmental Print Book
1. Look at number of advertisements from
newspaper .
2. Have learner cut out all ads that he
recognizes. Ask your learner to "read" each
ad. Then circle names in ads and discuss.
3. Write each circled word on index card.
4. Place ads and cards in notebook.
5 . Word Banks
* Write word on the front of index card and place
picture on the back. Use as flashcards.
* Sort cards into categories, such as people,
things or begining with same letters, or same
groups (cars, food), or like-dislike.
5
43
6 . Sentence Stems
* A sentence stem compose of a subject and a verb
is read to learner. The learner then completes
the sentence. ie. "I like " Have learner
practice reading sentences.
* As alternative to single stems, design two
alternating, contrasting stems. ie. "I like "
and "I hate ".
7. Predictable Stories
* Read predictable story. Have student read it
back to you. Make up predictable stories
concerning interests of learner.
8. Guessing
* When learner comes to unfamiliar word, tell him
to guess at word. Context clues.
9. Sounding out
* Prepare short sentences. The first word of each
should begin with a consonant. Provide only
first letter or letters of word followed by cue
words .
ie. Cl the door.
Dr your coffee.
We wash our fa .
Chapter Four : Profile Two Readers and Teaching Strategies
I. Characteristics of Profile Two learners:
* Have independent and instructional levels below the
second-grade range.
*Have listening-capacity levels ranging from mid-fifth
to mid-seventh grade.
*May have been in special education but have developed
adequate coping strategies .
*Have history of employment.
*Have history of interrupted schooling.
*Experienced extended illnesses when young.
*Grew up with a great deal of family trauma.
II. More Teaching Strategies
11. Good Reader Strategies - Discuss tactics that good
readers use.
1. Good readers are active readers.
2 . Good readers take chances .
3. Good readers guess at or just skip words
they are not sure of.
4 . Good readers read as though they expect
the material to make sense.
5. Good readers try not to read too slowly.
6 . Good readers change their approach
depending on the purpose of their reading.
12. Silly Sentences
* Forces student to read for meaning to
understand the use of an inappropriate word.
1. Make up a sentence in which one word is
silly and doesnt make sense, (ie. "I smell
with my knees."
2. Have learner figure out which word is
silly.
3. Have learner make up silly sentences.
4. Stress that good readers always try to
make sense out of what they read.
13. Written Conversation
* Instead of talking out loud, rather student
and tutor write conversation.
* Encourage the learner to write even if you
cannot read his writing. After he finishes
writing, have him read it out loud and you
respond in writing.
* If learner cannot read your writing, read it
out loud pointing to the words.
14. Flash cards directions
* On an index card, write a directions of five
to ten words, such as "Put your hands on the
table. "
* Flash (Few seconds) student the card and
have him do what card says .
* Prepare cards with two step directions .
15. Card Chunking
* Categorization activity.
1. One one side of index card, write the
names of three items that fall into one
category (ie. match, smoke, hot = fire; bat,
mitt, bases = baseball; thread, neeedle, cloth
= sewing) . On the other side of the card,
write the name of the category.
2. Ask the learner to read the sides of the
cards with the three items and categorize
them .
3. Make a game out of it and time how fast
the learner can categorize.
4. Have learner make his own cards and see if
you can guess the categories .
16. Sentence Chunking
1. Provide a list of words and ask learner to
create as many sentences as possible.
Mary
years
house
from
old
young
home
only
SIX
skated
friend ' s
her
r -1
7
2. Encourage the learner to build
increasingly more complex sentences,
ie'. Mary skated.
Mary skated home.
Mary skated home from her friend's house.
Young Mary skated home from her friend's
house .
Young Mary, only six years old, skated
home from her friend's house.
17. Simple Predicting
*Place wallet in front of learner. Ask
learner to guess what is in it. Have learner
find out how many guesses were correct.
*Prepare index cards with easily predicted
patterns. ie. 2 , 4 ,_, 8 , 10 . . . or a,b,_,d,e,_.
Make patterns more difficult and have learner
guess the pattern.
*With input from the learner, write a short
story with the learner as the main character.
Take headline from the newspaper and insert
the learner's name into headline. Have
learner read each paragraph of story after you
and learner have rewritten story with
learner's name inserted. Ask learner to
predict what will happen next.
18. Comic-strip Sequencing
*Take comic strip and cut frames out. Mix
them up.- Let learner look at pictures and
read text first; then ask him or her to put
the frames in order. Have learner explain why
he put them in that order.
19. Riddles
* Reader predicts, reads on to confirm and changes
predictions as necessary.
1. Prepare or select a riddle, ie:
I have feathers .
I can fly.
I sing.
What am I?
ie. You need me and so does everyone.
I am useful.
You cannot get along without me.
Some days you can see me clearly.
Other days you cannot .
But I am always there.
Without me you would not live.
The world would be in darkness.
I provide the earth with light.
What am I? (the sun)
8
2 .
Have the learner read the first line while
you cover up the other lines.
3. ' Ask learner to write down what he thinks
is being described.
4. Reveal next sentence. Have reader modify
his prediction.
21. Incomplete Sentences
1. Prepare a series of high-interest
sentences, each with word deleted.
John takes out his key.
John puts his key in the (door)
John opens the (door)
John turns on the (light)
2. Ask learner to guess what word goes in
the first blank. Move on to remaining
lines. Discuss clue words.
Chapter 5 : Profile Three Readers and Teaching Strategies
I. Characteristics of the Profile Three learner
* Have independent levels of 2nd to 3rd grade and
instructional levels from low 3rd to low 4th grade.
* Have listening-capacity level 6th to 7th grade.
* Misunderstand the nature of reading. Attention must
be focused upon meaning.
* Completed nine years of school.
* In a stable home environment.
* Part-time or full-time employment but in occupations
requiring only minimal reading skills.
* Are highly motivated and persistent learners.
22. List It and Skip it Bookmark
1. Make bookmark. Write "List It and Skip It".
Explain that this will remind student what to do
when he or she is reading and comes to an
unfamiliar word. Jot down unfamiliar words and
continue to read. When learner has finished
reading, ask him to cross off words that he has
figured out by reading on. Help learner figure
out meanings. Have learner pick words that he
feels would be important to know, possibly show up
again. Use them as sight words.
23. Mystery Words
* A nonsense "mystery" word is substituted for the
name of the person, place, or thing. The learner
must work through clues to determine what mystery
word is.
1. Make up story about person, place or thing.
Use mystery word at title,
ie! (pizza)
Goosh
Goosh is my favorite food.
There are many types of goosh.
Goosh comes in various sizes.
I had goosh at my birthday party.
Some of my friends burned their
mouths when they ate the goosh.
I like a lot of cheese on my goosh.
My friend likes pepperoni on her goosh.
*Cover up story. Show first line and have
student make predictions, etc.
24. Drawing an Object
*Learner reads simplified written directions on
how to draw an object and then draws that object.
1. Give reader written directions and follow
them.
2. Ask reader to write directions for you.
25. Brainstorming before reading
* Select a passage about a subject that is
familiar and of interest to the learner. Have
student tell you everything he knows about
subject and write down on board. Tell him to
keep in mind as he or she reads.
Chapter 6 : Profile Four Readers and Teaching Strategies
I. Characteristics of Profile Four learners
* Have independent and instructional levels ranging from
low fifth to low eighth grade.
* Have listening-capacity levels generally ninth grade
and above .
* Generally, have completed more than 10 years of school
but had poor attendance.
* Lack confidence in their intellectual abilities even
though they may be confident and capable in other
aspects of life.
* Have home life that is stable and supportive of their
educational endeavors.
* Are employed and sometimes self employed.
* Are highly motivated to improve their reading skills
and willing to put forth substantial effort to do so.
Teaching Strategies
26. Text Mapping
* Outline that a learner makes after reading an article.
Makes relationships between key concepts .
1. Find an interesting article that your
student will enjoy reading. After you both
read the article silently, you both decide
what the main topic of the article is. Ask
him to write main topic on a piece of paper.
2. Have learner list key concepts or ideas
that relate to main topic.
3. On separate paper have learner write the
main topic in the center of the page and draw
a circle around what he or she has written.
4. Ask learner to pick the first key concept
and put that on the paper, circle it and draw
a line from the middle circle to the main
topic circle. Then have learner select second
key concept and decide if that concept relates
more to the first key concept or to the main
topic. If it relates more closely to the main
topic, the learner should list it, draw a
circle around it and connect it to the main
idea. If it relates more closely to the first
key concept, the learner should connect it to
that concept. Continue with all concepts.
5 . Invite learner to reread the article to
decide if any subtopics need to be listed. If
this is the case, ask the learner to list them
and connect them to the conecpts to which
they relate.
6. Ask learner to explain his map and revise.
27. Skimming
A. Pre-reading skim.
1. Give the learner a newspaper article or
some other interesting passage containing
approximately five hundred words.
2. Ask learner to predict what article will
be about based on its title. Write
predictions on index card.
3. Have learner skim passage for five
seconds. Then tell him or her to stop and
tell you everything he or she remembers about
what was read. Write the learner's responses.
4. Discuss how accurate the learner's
predictions were in light of what he or she
learned from the five-second skim. Have
learner make new predictions .
5. Start at beginning and skim for 15
seconds. Ask for anything else he or she
learned. Write information down. Talk about
the accuracy of the predictions this time.
6. Continue for 30 seconds.
7. Finally, have learner read the article
very carefully.
8. Review list of predictions. Revise and
add to the list, based upon careful reading.
9. Point out how accurate a "skim list" can
be, even though the learner did not (at first)
read carefully.
B. Headline Match Game
1. Cut out interesting newspaper or tabloid
articles and cut off their headlines.
2. Paste each article onto the bottom half of
a sheet of paper and fold the top half over
the article. Number each article on the
outside of the sheet.
3. Do 12 to 15 articles.
4 . Scramble the headlines and type them with
a letter and a blank before each, like this:
A. Title of Headline
5. Hand the learner the stack of folded,
numbered articles.
6 . Provide the sheet listing the lettered and
scrambled headlines.
7. Give learner 10 seconds to skim the first
article. Then ask him or her to stop and mark
the blank next to the appropriate headline
with the number of the article he or she has
just skimmed. Allow five seconds to mark the
headline sheet. j Then have the learner turn to
the next article.
8. Continue through all articles.
28. Key Word Search Strategies
A. Key Word Version
1. Make up a a fairly complex sentence, such
as, "A stooped and weary old man in faded blue
jeans came to the door looking for work."
2 . Ask the learner to read the sentence and
briefly tell what it said.
3 . Use a pen or magic marker and black out
all but the essential words in the sentence
(man, came, looking, work) . While you do
this, ask the learner to write a shortened
version of the sentence using the key words.
Then compare the two versons to see if they
have the same meaning. Discuss any
differences .
B. Key Word Search
1. Ask the learner to locate several short
passages that you most likely have not read
12
5C
and bring them to the session. You do the
saifie .
2. Begin this activity by asking the learner
to read quickly and silently one of the short
passages he or she brought.
3. After the learner has read the passage,
have him or her go back and make small check
marks above the key words .
4. Ask the learner to black out every third
word checked and read the remaining words to
you .
5. Listen and tell the learner what you think
the story is about. Discuss any differences.
6. Reverse the procedure. You do it to
learner .
C. Deletion of Non-key words
1. Give the learner a reading passage in
which all the unessential words have been
deleted by you. Leave short blank spaces to
indicate where words were present.
2. Ask the learner to read the selection.
3. After the learner has read the entire
passage, talk about what was read. Then ask
the learner to fill in the deleted words.
4. Compare the learner's version with the
original text. Discuss any differences.
29. Key Word Predicting Strategies
A. Key Word Comic Strips
1. Cut comic strips into frames and paste
each frame to anj index card.
2. Pick out and list one key word from each
frame. Write this key word on other side of
index card.
3. Show learner key word from frame one. Ask
him or her to predict what will take place in
frame one.
4 . Let learner see frame one for five seconds
and then make any changes he or she wishes .
5. Continue. Then, discuss accuracy of his
predictions .
B. Key Word Story Categorizing.
1. Pick short story that will interest the
learner. Select key words from the story and
put them into the following categories;
setting, characters, problem, plot and ending.
2 . Show key words to learner and ask him or
her to predict what story will be about. Jot
down.
3 . Ask the learner to read the story to
confirm the predictions. Discuss.
13
57
30. Summarizing Strategies
A. About Point
1. Select an interesting paragraph and have
the learner read it.
2. Ask the learner to tell what the paragraph
is about in one or two words.
3. Explain the points made by those two words
to seven or eight words that tell the main
idea of the paragraph.
About ; ■
Point; ,
B. Gist (Cunningham 1982)
1. Select a paragraph that will interest the
learner .
2. Ask learner to read the first sentence and
summarize it in five words or less. Next
sentence in eight words or less. etc.
3. Summarize paragraph in 15 words or less.
31. Retellings
A. Cued retellings
1. Select an article and ask learner to read
it .
2. Provide the learner with 10 or 15 key
words from story.
3. Have learner write a retelling of the
story using all the key words you selected.
B. Open retelli,ng
1. Select an article and ask learner to read.
2. Ask learner to select ten to fifteen key
words and jot them down.
3. Have learner write a retelling of story
using his key words.
32. Insert
1. Have student indicate his reaction to
article by using a symbol in margin.
2. !! = strongly agree
XX = strongly disagree
= that's funny
= that's sad
-> = this is important
33. SQ3R
1. Five steps in strategy
A. S = Survey. Explain how to skim the
entire passage to get an overall feel for its
content. Headings, pictures, and other
f o
O
14
graphics should be studied.
B. . Q = Question. Once passage has been
skimmmed, direct the learner to go to the
first major heading and turn it into
questions. the questions are easier to form
if they start with the five w's.
C. R = Read. Read passage to answer
questions .
D. R = Recite. Ask the learner to answer the
questions in his own words orally or in
writing .
E. R = Review.
How to Teach Adults
By: William Draves
Chapter 2 How Adults Learn
Emotional Characteristics
★Teacher must create a positive self-image.
Physical Characterisitics
★Make sure setting is comfortable.
★Make materials visible.
Mental Characteristics
★Adults are ready to learn - Adults attend because they want
to .
★Problem orientation - Adults want to learn to address or
solve a problem.
★Time perspective - Adults are . concerned with specific,
narrow topics of relevance, rather than broad, generalized
subjects .
Social Characteristics
★Each learner will have different experiences and previously
formed perceptions when entering program.
1 . School - Because most adults have had a negative
experience with previous schooling, reduce the number
of associations with formal schooling in your
references, style and approach to the subject.
2. Group interactions - Some people see group tutoring
as an opportunity to display talent and knowledge
while others see it as a possible threat to exposing
their lack of talent and knowledge.
3. The subject - Every adult will have some perception
about the subject to be discussed.
★Teacher must deal with the backgrounds the
participants bring to class (clarify differences).
There is an abundant resource at hand in the past
exoeriences of class members (students can share
their knowledge) .
Conclusion: It is the individual’s responsibility to learn.
You as the teache-r can hinder another person's attempts to
learn. By failing to recognize limits, by ignoring or
constructing barriers, by not understanding how a person
learns, you can be a negative influence on someone's
learning. By facilitating learning and helping your
participants, you can be a positive influence. (p.l4)
Chapter 3 Helping Adults Learn
Attributes of a Good Teacher
-A love for the subject (interest)
-A desire to share it (empathy)
-A basic competence in the subject.
Skills you should have
1. Listening - When a student is expressing an idea, the
attention he receives can encourage his learning or inhibit
it. The listener should . . .
*try to understand what is meant, not get ready to
reply, contradict or refute;
*not interpret too quickly what the speaker is saying;
*put aside his own views;
*not jump ahead of the speaker;
*not prepare his answer while listening;
*be interested and alert and show it; do not interrupt;
*expect the speaker's language to be different from his
own ;
*provide feedback;
*avoid negative feedback.
(p.l8)
2. Helping insecure learners - Build their confidence.
-Don't contradict the person's views.
-Don't use logical explanations.
-Don't ridicule that person's views;
-Do convey your positive regard for the person.
(p. 19)
3. Wrong things
*When the other person is doing the wrong thing, don't talk
to the person, talk to the condition.
*When the adult learner does something wrong, don't punish
that person, verbally or nonverbally.
4. Supportive Actions - Certain words, phrases, gestures, or
actions will go far in building a supportive atmosphere in
which your participants will feel able to grow and learn (ie.
smile, responding to a raised hand, a pat on the shoulder, an
expression of enthusiasm, a genuine pleasure at seeing your
participants again, listening with patience, warm
attentivness to others, helping a student with difficulty)
5. Humor -Puts people at ease, allows them to relax, and
tensions disappear.
16
GO
Steps in Positive Teaching
*Four steps of encouragement
1. The fundamentals. Praise "great", "wonderful", "keep
going" .
2. Pleasing you the teacher. As they advance, let them know,
"It is coming along well", or "You have the right idea."
3. Pleasing both teacher and learner. "Yes that's it. . . how
do you feel about it?"
4. Pleasing learners. "When you need help, just let me
know . "
(p.21)
Chapter 4 Preparing the Course
1. Goals - long-term wishes.
2. Objectives - how to obtain your goals.
3. End results - where do you want student to be at end of
course compared with where they were at the beginning.
Chapter 5 Measuring Results
1. Defining Terminal Goals
*Behavioral objectives - those outcomes desired at the
end of the course.
1. State specifically what the person is expected to do
as a result of the learning.
2. Identify observable responses expected of the person
and tasks to be performed.
3. Specify how the behavior is to be demonstrated so
that learning can be observed.
4. Write the standards or quality of outcome desired.
(P*34)
* Ins truct ional objectives^- those achieved during class.
2. Assessing Entering Behavior
1. Have student attempt to perform the desired task or
series of skill.
2. Measure student's knowledge with a test.
3. Ask student how much he or she knows about subject
already. (informal)
(p.35)
3. Define and organize the content
4 . Select materials
5. Invent and/or select strategies
6. Create classroom climate
7 . Assess learning - can provide picture of what the
students know or can do, and can give them satisfaction in
their achievements. It can direct their attention to areas
where they are still weak or need improvement.
Chapter 6 -The first class
A. First meeting
*Informal - become acquainted with each other
( introductions ) .
6
JL
17
*Tutor and student expecations of the meetings
(Assessing student's needs - Why did you come? What do
you hope to learn? )
*Feedback from student.
*Internally review class session, what went well, what
could have been done better, what you can do next time.
*Because it is so easy for students to walk out and not
return, each session has to be rewarding so that the
student will be attracted to the next session.
*Ways to tap your students skills and knowledge. . .
1. Encourage questions and comments from students.
2. Have students describe their experiences relating
to topic you are discussing. Carry out discussions.
3. Have students bring examples to session pertaining
to the topic.
(P-56)
Chapter 7 Teaching Techniques
How ;to ask a good question . . .
*Reasons for asking a question. . .
1. To keep student interested.
2. To argue.
3. To share existing attitudes, values, or ideas.
4. To get student to say things that you would say, but have
greater effect when said by the student.
5. To come up with new ideas or understanding.
*Don't use a question to . . .
1. Disapprove of someone or test one's ignorance.
2. To put a person on the spot. Or when there is always a
right or a wrong answer to your question.
*Types of questions. j
1. Question asking for facts or known information.
2. Questions of interpretation or evaluation.
( compare/contrast )
3. Questions which asks student to think and come up with a
creative answer that has not previously been discussed. ie.
"What would you have done if . . ."
Chapter 9 Making it better - evaluations
18
62
FOLLOW UP SESSION
1 0 : 00
1 0 s 05
10:30
10:45
1 1 : 00
Wei c ome t ut or si I appr ec i at e the t i me t hat
you have put forth in this project. The
purpose of todays s meeting is to have all the
tutors come together and share their
experiences. I also have some materials that
1 woul d 1 i ke to share wi th you, We^ 1 1 be here
probably til noon. We will have a break and
1^11 treat you to coffee downstairs,
A few t ut or s have not yet met wi t h t hei r
students. Those tutors who have met , pi ease
describe your student (first name,, sex, age,
schooling, backgroun READ level) and then
answer t he f ol 1 owi ng quest i onss
1, What have you given the student for
homewor k?
2, Are you using any of the techniques you
1 ear ned? ( 1 anguage experience story , mind
mapping, word patterns, etc, )
3, Do lesson plans include goals, objectives,
mater i al s? Revi ew of pr evi ous 1 essons?
4 , Wher e are you meet i ng?
5, Creative ideas that have worked with your
student ,
6, Pr obi ems that you have encountered -
Feel free to discuss.
What was everyone^ s opi ni ons of Gal 1 audet
training? Did you feel pr epared? If we had
to do i t agai n , woul d you r ecommend i t ?
Cof fee br eak ,
Materials from me can be borrowed on a
flexible basis depending on demand for that
i tern.
Distribute list of materials. Discuss the
STEP Series. The purpose is to help students
make the transition from ASL to English. It
helps to introduce, review and expand the
concepts presented in the workbooks, tie.
nouns, verbs, pronouns, etc . ) Due to the fact
that I have only one copy of the teacher^s
resource guide and workbooks, we will be
limited to photocopying and borrowing on a
short term per i od .
As most of you know,. I have been 1 ooki ng
for a mors appropriate test for the Deaf.
1 1
'-i cr
OvJ
11:45
I s t i. ;i. 1 h c7‘ V e n < 1 ' t e n ii i.i n 1 0 r e c;i a n
appr o(jr i at e test- Three most important
reasons that deaf adults are seeking help is
t o i m p r Cl v e t hi e i r v C' c a b li 1 a r y » c o iti p r e n e n s 1 ci n a n □
gra^mmar. Therefore, I feel it is important to
test these three areas. The diagnostic test
in the STEP series is a great test for English
g r amma.r . We c an use t h i s t o t es t on e ^ s
grammar abilities,, An advantage of this test
is t h a t w e 1 : a n 1 i:j c a t e a r e a s i n w h e r e t h e y
n e e d t C' i iii p y ci v e a n d t hi n u s e w iii r !•:: b c» o k s t ci
p r a ii b i c e t hi i:ii s e ii iii n ii e p t s - I b e 1 i e v e t hi a t P a r t
3 of the READ test is a good way to test
comprehension- (I have already tested them in
t h i s a r e a ) T i i e s e t w iii tests w iii u 1 d
rri e a s li r e s t li d e n t ^ p r c> g r e s s t h r i.:i u q h ci u, t t h e
project. We still need to find a vocabulary
test because vocabulary is one of the reasons
deaf adults are seeking help. And I would
like to be able to tell if learning took place
i n the vocabul ary area-
I would like all tutors to test students with
t he STE"P d i aqnost i c t est » I f you f eel t hat
you do not have time or for whatever reason^ I
will be happy to test them for you-
Plashcards help improve receptive or
expressive skills. Sequence cards-
Suggested reading. Reading for Meaning:
Selected Teaching Strategies, I have copies
here that you may sign out at the front desk.
Although they can only be signed out for three
weekSy i f you woul d 1 i ke more t i me to use the
booky call Milena Hansen at the Beauchamp
library 435-3395 and she will renew it for
you. It can not be renewed here at the
Gal 1 er i es -
Inform them of my hours- I can be located on
the fourth floor of the iGalleries library. I
am usually there on Tues. and Weds, evenings
from 4:00 to 3:00, On Mon. and Thurs.
eveni ngs, I am usual 1 y at the Beach amp
1 ibrs/ryu
BEST COPY AVAILABLE
o
ERIC
64
OCPL/AURORA
LITERACY PROJECT FOR THE DEAF
VOLUNTEER REGISTRATION
DATE :
MR.
MRS..
MS. (First) (Last) (M.I.)
Address :
(Street) (City) (Zip)
Telephone
(Day) (Evening)
Age: 18-24 ( ) 25-44 ( ) 45-59 ( ) 60+ ( )
EDUCATION AND TRAINING - ACADEMIC/SIGN LANGUAGE: (iriiniiauia
requirement HS or equivalent)
OCCUPATION - PRES ENT/ FORMER: FT/PT/RETIRED
WHAT ARE YOUR HOBBIES, INTERESTS?
WHAT
KINDS OF
BOOKS DO YOU :
ElEAD?
HAVE
YOU EVER
BEEN A TUTOR?
TF SO. IN WHAT CAPACITY?
WHAT
EXPERIENCE DO YOU HAVE
WITH DEAF PEOPLE?
LIST ANY OTHER VOLUNTEER EXPERIENCES YOU HAVE HAD:
ARE YOU COMFORTABLE COMMUNICATING WITH INDIVIDUALS WHO ARE STRONG
ASL USERS? ARE YOU COMFORTABLE COMMUNICATING WITH
INDIVIDUALS WHO ARE CONSIDERED MINIMAL LANGUAGE SKILLED (MLS)?
WHAT DAYS AND WHAT TIME OF DAY WOULD YOU BE AVAILABLE TO WORK
WITH A STUDENT? L
IN WHAT GEOGRAPHIC LOCATION DO YOU WANT TO MEET YOUR STUDENT:
DO YOU REQUIRE ANY SPECIAL ACCOMMODATxONS - INTERPRETER, LARGE
PRINT, PHYSICAL ACCESSIBILITY? IF YES, WHAT
Date training Completed
65
Adult Literacy Project for the Deaf Progress Report
Learner's Comments
Date:
Covering from: to
Student's name:
Tutor's name:
!• What did you like about sessions?
^Reading Discussion
^Writing Topics chosen
^Other group members
Other (list):
2. What would you like to change in the sessions?
Topics covered ^Meeting time
Time spent reading Meeting place
Time spent writing Materials read
Time spent discussing
^Other (list):
How would you change them?
3. What have you read/wr itten?
4. What materials would
Stories
^Poetry
^How-to Books
^Reading series
^Newspapers
Job manuals
Other (list): _
5. What would you like to
^Life experiences
Vacation
Hobby
People
Other (list):
u like to use?
Handbooks
Religious
Magazines
Forms
Menus
Computers
rite about?
Fiction story
^News story
^Opinion
Poetry
6. Do you have any new interests?
^Changed jobs
Began new hobby
^Changes in family
Comments:
GG
7 ,
Did your tutor understand your signs?
Alvays Most o£ the time
Sometimes Never
Did you understand your tutor's signs?
^Always ^Most of the time
Sometimes Never
8. What are your tutor's signing skills?
^ASL SEE
^Fingerspelling ^Home signs
9. What would you like to do next in the program?
10. Do you feel the program is helpful? Explain.
11. Do you have a library card? Yes No
If you have a library card, did you get it because your tutor encouraged
you or because you already had it?
12. Comments:
s
*This for is adapted from the LVA Learner Progress Report.
Adult Literacy Project for the Deaf Progress Report
Tutor's Comments
Date:
Covering from: to
Tutor's name;
Student's name:
1. tfhat overall progress has the learner made?
Fluency in: ^Reading Writing
Follovs directions vith greater ease
Other (list):
2. Changes of self-esteem noted:
^More at ease
Has positive attitude to nev projects
More pride in appearance
Attempts things not villing to be tried before
Socializes more
More eye contact
^Does more things alone
Other (list):
3. What materials are being used?
Boolts
^Computers
Reading Series
Poetry 5
Real life materials (newspapers, forms, handbooks, job
manuals, menus, etc.)
Other (list):
4. What writing has been done?
Journal
Dialogue Journal
Notes
Letters
Poetry
Stories /Essays
Job-related
Other (list):
5. Does the learner keep up vith home practices?
Yes ^No ^Limited amount
6. What nev interests has the learner expressed?
r
7 .
As a tutor, vhat do you need to focus on next period?
Topics:
New learning (interests/needs):
Other (list);
8 .
9 .
10 .
11 .
Did your student understand your
Always
Sometimes
Did you understand your student'
^Always
Sometimes
Where are your student's signing
ASL psE
Fingerspelling
What are your signing skills?
ASL PSE
Fingerspelling
Where do you meet students?
Is the student achieving his/her
s igns?
Most of the time
Never
s signs?
^Most of the time
^Ne ver
skills?
SEE
Home signs
SEE
Home signs
goals? Explain:
12 .
Were you satisfied with the overall training you received? Do you feel
it is helpful and useful to you in your experiences? Explain:
13. Do you feel the follow-up sessions were helpful (Deaf speakers, etc )’
Explain:
Comments ;
*This form is adapted from the L7A Learner Progress Report.
69
STUDENT LEAVING THE PROGRAM
Date:
Student's name:
Tutor's name:
Reason for leaving the program:
Did student show up for meetings:
Did student do homework and prepare for meetings?:
Where did student and tutor meet?:
How long did student
Explain the level of
and tutor meet for?: From
proqress :
to
Comments :
'7 0
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NEU
?.:< STATE
.r -inti
E P S r S A G U L ■
LEAP (V I •>/ -3 E 3 U C ATCPSC
USE { A L E C )
ihls ssiecCad b Lb I Lo c r '3 p'n y of prcfsssional r = so'jrc2 maCerials
i n c I u c 2 2 1 n f 0 r . t: a ^ 1 0 n c u r r - n T L y available in cur A L E C
coliaccicn. Tuasr r 22c ureas ars ava.LlacLa scaus’uLda To ai-L
teachers and adurinietr-tors 0 . 7 adult and continuing educati.cn.
Listing is not intended as an sndorseftent by the .N'eu York
e Education Oepartenent. titles can be berroue-d for up to
four ueeks by submitting the enclosed ALEC Occument Loan
Request Form.
BEST COPY AVAILABLE
^ / a
til HI
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AN
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59
1
ED3525^^ .
Bober, Gail , Comp .
Pennsylvania School for the Deaf, Philadelphia. BBB13907.
Deaf Adult Literacy Tutor Handbook — Revision (Final Report).
EDRS Price - MF01/PC03 Plus Postage.
70p.
92 .
This handbook is designed for individuals who -tutor hearing impaired
adults in literacy skills. It provides general information about a
number of topics: adult learners; deaf adult learners; deaf
awareness; deaf culture; communication tips; language, communication,
and literacy for deaf adults; and teaching strategies. A 13-page
report describes the project conducted to revise the handbook. In
the handbook, sev'eral techniques for teaching reading are described:
language experience approach; directed, reading-thinking activity
(DRTA); skim, predict, question, read (SPOR); reading aloud; pleasure
reading; storytelling; modeling the decoding process; obtaining
information from written material; using context clues: vocabulary
building; phonics and word patterns; retelling; reading conferences;
minilessons; mapping/semantic webs; and workbooks. A list of reading
character'istics cf learn er*s is pr'ov-'ided. The following techniques
for teaching writing are discussed: the writing process; the teacher
as a "model" writer; group writing; language experience approach;
journals; writing to communicate; writing to
entertain; writing to persuade; minilessons;
spelling dictionaries or word boxes; writing
vi. de->otapes. A list of writing characterist:
inform; writing to
writing conferences
portfolios; and use
.cs of learners is
o f
provided. Other contents include information on computer technology
and tutor characteristics and responsibilities. Appendixes include
13 references, tutor job description, and volunteer application and
log sheet. A report describing the project that revised the tutor
training handbook is attached- (YLB).
2
EJ44960^ .
Cummins, Robert A.; Leigh, Gregory R.
Adult Literacy and Basic Education for Deaf and H e a r i n g-Imp a i r e d
People: Service Provider Perspectives.
Australian Journal of Adult and Community Education; v32 nl p22-30
Apr 1992. 92.
UMI .
92 .
A survey of 71 Australian adult literacy and basic education
providers showed low enrollment of hearing-impaired perso/is in
literacy programs. Teacher training and resources are generally
inadequate to meet the instructional needs of this population. (SK).
A
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ED34632^ .
Haffner, Richard; And Others.
Columbus Speech and Hear'ing Center,
Filling the Gap: A Manual for Integr
Basic Education Classes.
EDRS Price - MF01/PC04 Plus Postage.
82p .
92 .
Based on a program developed to help
into the world of work, this manual
basic education (ABE) teachers with
persons. Information is provided to
O at is so different about deaf stud
ERIC
BEST COPYAVAIUBLE
OH. BBB30012.
ating the Deaf Adult into Adult
the integration of deaf persons
is intended to familiarize adult
the special needs of deaf
answer questions such as: (1)
ents? (2) Uhat is "deaf
culture'^'? (3^ Hcw dc desf people communicate? (c) K ou ~d o e s ' oh e ' u i e
an American Sign Language interpreter? and (5) What strategies
should be employed in an ASE classroom to integrate deaf students’
j_en appendixes, which make up more than half the manual, cover the
following: Public Law 50A; the Americans with Disabilities Act;
types, causes, and effects of hearing loss, the Ohio Alliance of
Community Centers for the Deaf; the Ohio Rehabilitation Services
Commission; books and resources; American Sign Language; the Registry
of Interpreters for the Deaf Code of Ethics; national organizations
serving deaf people; and the American Sign Language manual alphabet.
Seven references are included. (KC).
AN ED3A2897.
IN Western Pennsylvania School for the Deaf, Pittsburgh. BBB08517.
TI Workplace Concepts in Sign and Text. A Computerized Sign Language
Di c ti ona ry . =>3
PR EDRS Price - MF02/PC20 Plus Postage.
AV AdvancE, Pennsylvania Department of Education. 333 Market Street,
. Harrisburg, PA 17126-0333 (report, dictionary, and Macintosh
diskette) .
NT 500p. ; The harduare and software requirements are: a Macintosh
. Computer with ability to read a high density floppy disk and a
version of HyperCard that is either the 2.0 or subsequent version.
For a related report, see CE 060 ^19
- Y R S 1 .
AB This document is a dictionary of essential vocabulary, signs, and
Illustrations of workplace activities to be used to train deaf or
hearing-impai red adults. It contains more than 500 entries with
workplace-relevant vocabulary, each including an illustration of the
signed word or phrase in American Sign Language, a description of how
to make the sign, a definition of the word or phrase, a series of
work-related sentences using the word/phrase, and an illustration
demonstrating the meaning of words that can be pictured. The entries
are divided into 28 topic areas: pronouns; s i z e / s h a p e / q u a n t i ty :
health/hospital; common signs; on the job: i n t e rvi ew/ f o rms ;
safety /survival; bank /money; supermarket; time/schedule; computers-
directions/reinforcement; family relationships; questions;
f ruits/vegetables; mail room; people; fast f o o d / r e s t a u r a n t ; around
the house; d e s s e r t s / s n a c k s ; adult day care; drinks; colors-
con t a i n e r s / u t e n s i 1 s ; police; holidays; feelings; and common phrases.
Directions for using a Macintosh computer disk to access the
dictionary or make printouts are included. (KC).
AN
IN.
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PR.
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BBB08517 .
and Vocabulary
ED3^2896 .
Western Pennsylvania School for the Deaf, Pittsburgh.
Developing a Computer Data File: Signs, Illustrations
for Use with and by Hearing-Impaired Adults.
EDRS Price - MF01/PC08 Plus Postage.
AdvancE, Pennsylvania Department of Education, 333 Market Street
Harrisburg. PA 17126-0333 (report, dictionary, and diskette)
193p. ; For the dictionary, see CE 060 A20.
91 .
Aproject developed a computerized data file of essential vocabulary,
signs, and illustrations to be used to train deaf or hearing-impaired
adults. Project activities included the following: designing a data
entry and retrieval system for the project; identifying the
interactive vocabulary most needed by deaf employees and their
co-workers; illustrating the signs from American Sign Language (ASL)
tor each concept; illustrating the concept; writing definitions and
sentences for each concept; and entering the data into a Macintosh
computer HyperCard file. The end product is a set of more than 500
data cards with wo r k p 1 a c e - r e 1 e va n t vocabulary, each including an
illustration of the signed work or phrase in ASL, a description of
° sign, a definition of the word or phrase, a series of
/ A
I*,, u.
BEST COPY AVAILABLI
sentences using the uord/Dhrsse, ano an i-u=:r.-..
n^eaninc of words that car be'pictured. The cards
arrdiCided 'into 28 topic areas. The data may be accessed directly
on thi 'omnut^r or mav be printed out into little dictionaries of ^
vocabulary'for use by literacy trainers, employers, or
work sites. (This report includes four " PP^ " ® J ^ f ^ ^
listing of datafile entries, a categorical listing of datafile
entries, sample printout options, and resumes of project staff. )
( A u th o r / KC ) .
AN
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ED335547-
Tecumseh Consortium, Springfield. OH. BBB29081.
Literacy and Career Choices. Final Report.
EDRS Price - MF01/PC02 Plus Postage.
3 6 p .
90 . ....
The Literacy and Career Choices program included several initiatives
to address problems of illiteracy in Champaign. Clark. Greene,
Madison, and Union Counties. Ohio. A special adult basic education
program for deaf adults was established. Twenty-one deaf adults with
basic literacy skill needs were identified, and individual service
TlTns were esLblished for each student. The adult basic education
class was held 3 hours per day, 2 days per week. Students also
received individual tutoring and training and were provided wi.
computer-assisted remediation. Teachers provided life s..ills
self-esteem enhancements as well as career information and placement
assistance to participants. Case studies of five students were
developed, and an analysis was made of how the class affectec the
entire deaf community within the service area. A second initiative
was establishment of a homework center for youth in Union County who
were having difficulty with school and homework because of literacy
problems. Twenty-six youth referred by parents, teachers,
counselors, principals, and friends attended preventive literacy
training classes. Another initiative was establishment of a literacy
tutoring corps of senior citizens in Madison County. An external
evaluation found all three projects achieved e x c e 1 1 e n t c o o r d i n a t i o n
with other agencies involved with literacy programs and were suitable
for use as models. (VLB).
AN
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Victoria. BBB27605.
Australian Council for Adult
Brisbane, Australia, 1988).
of adult literacy
ED31776^ .
Norton, Marian, Ed.
Australian Council for Adult Literacy,
Literacy for Living Conference Papers,
Literacy National Conference (12th
EDRS Price - MF01/PC11 Plus Postage.
265p .
88 .
This document contains 43 papers on many aspects
"Literacy. Human Rights and Equality of Opportunity (Einfeld)
"Overcoming Illiteracy" (Marquet); "The Literacy Issue'
"Literacy and Civil Liberties" (O'Gorman); "Designing
Training Program for Tutors of ESL" (Bowyer); "Catch
"Reading, Writing, and Problem Solving" (Thiering).^
Stick" (Bentley); "Tuo Minutes from Experiences
Thailand" (Kaeusaiha); "Beghilos andthe Pig
"Issues in Adult Literacy" (Kindler) , Training
Tutors for Adult Aboriginal and Torres Strait Islander
Literacy/Numeracy Students" (Lewis); "Alice and the Magic Mushroom or
an Adult Literacy Organiser in Townsville" (Barclay); "Overcoming
Disabilities" (Hoskisson, Eden); "Positive Factors of Participation
for Women in Prison Literacy Programs" (Cassidy, Sim); "The Effect of
Teaching in Adult Literacy" (Evans); Adult
the Reeducation of Brain Injured People"
Adult Basic Education Content Area^s'^
(Stephens)
"Making the Band Aids
of Literacy Campaign in
Problem" ( H awk e )
(Crocker)
a Tutor
the Spirit"
Language Analysis on
Basic Education — Its Role in
i^Curtis); "Teaching Reading in
ERIC
74
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(Johnson ); "Literacy
5ins for Deaf Adulte"
"Recognising, Responding, Remedying — The Three ' Rs ' T lbra F y and
Information Services’ (hccn): "The Adrantsges cf tn-: Computer in
Teaching Adult Literacy" (Houie); "Potential Unexoloited: Public
Libraries and Adult Literacy" (Cram); " I n n c va t i ve M e th o d s Fqual
Successful Results" (Brozie); "Training Tutors" (Dundas, Strong);
"Ulhat Can I Read"? (Treloar); "The Use of an Informal Preliminary
Interview in Developing Individual Literacy Programs for Adults with
Disabilities" (Watson); "Writing Is for Everyone" (Treloar);
"Barriers to P a r t i c i p a t i o n in Prison Literacy Programmes" (Black);
"Literacy F u n d i n g " ( H a u g h t o n , Hurley); "Hello? Hello? Hello? Using.
Interactive Communication Technologies to Improve Literacy" (Lundin);
"Students in Access Classes" (Cornish); "They'Can Read — Try Another
Way (Rock, Whales, Russell); "Managing the Comprehension Gap with
Health Instructions" (Doak, Doak); "Literacy and Numeracy Provision
for Mildly Intellectually Disabled Adults" (Learmont); "Interactive
Reading" (Strempel); "'Hey, Miss, I Can't Read These Notes'"
(Greenland); "Accelerative Learning" '(Strempel); "The Language of
Mathematics" (Tout); "Curriculum Processes for Adult Migrant Literacy
Materials" (Burton); "Doing Case Study Research" (Grant, Treloar);
"Will National Core Curriculum Courses Produce Apprentices Who Cannot
Read"? (Hope); "Libraries and Literacy" (Reid); and " Communication
s for Hearing Tmn a i rnd — Vounn Adu.lts" ( C a 1 v e r ) . ( ifT)
Approach.
Journal: v60
nl pl7-21
EJ395581.
Robinson, Ann E. Garrett.
Culture Conscious Teaching: A Case Study
Community, Technical, and Junior College
Aug-Sep 1989. 89.
UMI .
89 .
Advocates a recognition of students' individual cultures. Describes
the efforts of Oglala Lakota College (South Dakota), Daytona Beach
Community College (Florida), Northwestern Connecticut Community
College, and South Central Community College (Connecticut) to meet
the needs of Native Americans, illiterate adults, deaf students, and
White students with strong ethnic identities. (DMM).
ED298052 .
Rutkowski, Edward, Ed.
IN Midwest History of Education Society, Cedar Falls, I A. BBB25997.
TI Papers and Proceedings of the Annual Meeting of the Midwest History
of Education Society (23rd, Chicago, Illinois, November 5-7, 1987).
SO Journal of the Midwest History of Education Society; vl6 1988. 88.
PR EDRS Price - MF01/PC10 Plus Postage.
NT 233p. ; For related documents, see SO 019 2A2-256
YR 88.
AE Presented in four parts, part 1 of these conference papers discusses
the controversy over Michael Katz's analysis of votes in Beverly,
Massachusetts; Cora Wilson Stewart's crusade for literacy in
Kentucky; and the debate over deaf education between Edward Miner
Gallaudet and Alexander Graham Bell. The titles are: "What the
Katz/Vinovskis Debate Tells Us about the Limits of Quantitative
History" (Angus); "The Dream of a Common Language" (Estes); and "The_
-^ J..^~’^‘'^nual D ebate in Deaf Education" ( R e a^a_n ) . The four papers" in
2 d 1 S u u 3"5 Oom'e'h ' s vulleges TTI Del a wd f~e~^ New Jersey, and Rhode
Island; Lester Frank Ward's educational program; the influences of
H e r ba r ti a n i sm ; and the legislative reforms for education based on the
Harper Report of Chicago. The titles are: "Women's Co-ordinate
Colleges Amid Male Supremacy" (Taggart); "A Note Concerning Lester
Frank Ward and Progressive Education" (Rutkowski); "U. S.
Herbartianism at the State and Local Level" (Berry); and "Attempting
School Reform in Turn of the Century Chicago" (Ginsberg). Part 3
O icusses Iowa's teacher edu__cajtion program 100 years ago and today.
Y - PI f j.uwa t» Lecjcner eaucaiii
BESTXOPY'AVAILABtE
curr*icu-um
5 n d
:n e
the evciutiop ot normal schools
(Connecticut) Law School. The titles are
Skills, and Professional Attitudes of New_
and 197S-1987" (Kniker); "The Evolution
and "The Origin of Professional
Litchfield
Knouiedge ,
Iowa, 1878-1887
Training" (Scatena)
(Handler
of grade attainment
curricular efforts and
Depression, the failure
Education, and the evangelical messages
Weekly" .
American Students in
AN
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n 1 s c 0 r y 0 t
"Assessing the
Teachers in
of Teacher
Education"
and Handler). In part 4, four papers discuss the comparison
and ethnicity in Pittsburgh (Pennsylvania),
social reconstructionism during the
of the American Association for Adult
in the "Young People's
The titles are: "The Educational Experiences of Ethnic and
the Pittsburgh Public Schools, 1911-1928"
(Martin and Bickel); "Radical Politics" (3ames_); "The A n t i -P r o f e s s i on
"The School in a Newspaper" (Townsend). The
minutes are included. (DOC).
Profession" (Rose); and
and business meeting's
program
10
ED290263 .
Harmon, Marguerite; Frantz, Matthew. a .j i - n
Computer Use as a Too] in Vocational Preparation and Adult Basic
Educational Currie ulums.
EDRS Price - MF01/PC01 Plus Postage. ^
2lp. ; In: Murphy, Harry 3. Ed. ; Computer Te c h n o 1 o g y / S p e c i a 1
cducation/Rehabiiitation: Proceedings of the Conference (Northndge,
CA, October IS-IS, 1986); see EC 201 720.
A 3-vear project has helped deaf workers and students acquire basic
computer operating skills. Local labor market aspects were assessed
through an Index Rating System with 113 different employers and .79
job profiles. Research was conducted regarding academic achievement
for the hearing impaired and adult basic education population.
Specific curriculum components for the career awareness and computer
literacy areas are described. The adult basic education program is
also briefly reviewed. Evaluation data are summarized, and
implications noted, including the prevalence of unrealistic
educational ex pectations by employers. (C L ) .
AN
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London (England). BBB24361.
of Occasional Papers on Basic
11
ED281066.
Adult Literacy and Basic Skills Unit,
Special Needs. Viewpoints. A Series
Education. Issue No. 2.
EDRS Price - MF01/PC02 Plus Postage.
28p .
8 5
This collection of papers focuses on working with adults who
needs. In her paper entitled "Literacy and
which strategies for
have
Visually
special
Handicapped," 3anice E. Mason examines ways in
meeting the needs of visually handicapped persons can be integrated
into literacy programs. "Singer and Listener: Basic E d u c a 1 1 o n Wo r k
with the Mentally 111" is Peter Lavender's exploration of the Tield
of basic education work with mentally ill persons. Chris Lloyd
provides an overview of the educational needs of physically disabled
persons in a paper entitled "Adult Education and People with Physical
Disability". h e r paper "Special Provision for the Deaf . " o n_a
M c I n t osh ouf*^*^^^
rho r{Tfficultie^ a f f e c t i n q d e a f ~ s t u d e n t s and
^ggVi^ts^s tra tegi es for d eali nq_wlth them . Dacqueline
M a 1 e c , in
' e X ami n e s
a
the
-B^per “eTTCTtied '’^earning to Cope in Further Education. _
issues involved in setting up and administering courses in a fur er
education college for students with severe and moderate learning
"Education for Special Needs with an Emphasis on
written
difficulties.
Literacy
examines new
C a r 0 1 e
Adult
Sharkey ,
for Spastic Adults," which was written by
strategies for equipping spastic adults to fight for
ERIC
their rights
12
(MN)
BEST COPY AVAILABLE
id
L
N EO279202 . ' ' ' • ' .... ,
J Staton, Jana, Ed.; And Others.
Jl Center for Applied Linguistic^, Washington, D.C. FGK1 2 75G
0 a ogue. Volume 3 Nos. 1-A, December 1 9 8 5- D e o emb e r l 9 8 6
3 Dialogue; v3 nl-A Dec 1985-Dec 1986. Dec 86
? EDRS Price - MF01/PC02 Plus Postage,
r 50p . ^
f 86 .
i T|^®se four issues of a bulletin on the use of dialogue journals in
foreign language teaching include these articles- f ,
.nd comprehension.. "Seorern;:,' e“ Halo 'c I
Reading Event". "The Teacher's Uritlno as Text ’
Journal, in Reading Classes". "E f ^ei tlorTlap-^ e ; Ch^ion ^
the Individual*'; "ESL Teachers i ^ Focus on
^ r- 1 . . ^ leacners as Language Advocates for Children"*
heltered English' Applied to Ulritinq"* "Ulritinn d i +- • *
UJritina"* "M^kinn ^ ’ writing and Reflecting on
Classes'- " S J ^ n a D t a ? ^ ° ^ ^ = t^riting in ESL Pull-Out
ot audience". "The ^ilL^g" i our “J^nr Si g‘?:„
Of Semi-Literate Writing: One Student's D e v. 1 o pm e n t ' ' u s i n o D^^
Journals for a More Meaningful Cultural Orientation C 1 a s ^ " S ^Ci n g ' '
Th^re ^o'p^ Language Use"; " Y e s „ \ e a c h e r !
Safety Valv^'-' "Dialonn^ m ! Dialogue Journals"; "The
Gift"; "Resea;ch on = Education"; "Time-The Greatest
-Z...
Responses to J o u r n a t r i e's - ' " Ja'o o Effects of Glib
" Tn t-o r amt-i M • • Lncries . Mapping Conversational Roles"- and
Problem" Solution to the Time
^included.' (MSEK ^ ^ ^ ^ ^ ^ ° ^ ^ "^d notes from the field are also
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13
ED26330/J .
Office of Vocational and Adult Education (ED), Washington Dr
Clearinghouse on Adult Education. EDD00029 ngton, DC. .
lecretary's Awards for Outstanding Adult Basic Education Programs.
EDRS Price - MF01/PC01 Plus Postage
2'lp . ^ '
85 .
Profiles are provided
program in each of 10
background; discusses
activities^ operation.,
population served; and
AN
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for the outstanding adult basic education (ABE)
regions. Each profile provides a brief
the program's focus(es); describes program
and components; presents some figures on the
number of a c o n t a c t "p e’ r s o T" "^Th e e e ^ ^ ^ ^ ® ^ ^ telephone
ADrPro'g'rL'J'^ti"''"'"' ^ ^ e r ^ A B E %° r o g r a\ r ^Fa ^ " L'u ' eu^' e r I ^
(FAIN)-^ABE Cald^^M^r^’ (Virginia) Adult Integrated Network
iudso^: Noxih c“ol". T.chhicl Ihstltots!
(hontan,, EduL « oh 'c , " t " Sa ' „BE " ‘
1 A
ED2511 A3 .
New York City Technical Coll. Brooklyn,
and Extension Services. BBB16185.
forI Continuing Education Annual Report
EDRS Price - MF01/PC03 Plus Postage.
70p. , For an earlier report, see ED 23A 826.
® ■— .®.?. ®. and outcomes
Div. of Continuing Education
1983-198A.
TRIG
BEST COPY AVAILABLE
provided for the
( (
Introductory material analyzes enrcliments in the ^division,
the effects of funding changes, and summarizes major accomplishments
in selected areas. Subsequently the report's 10 chapters discuss:
(1) the division's tuition courses and programs; (2) contract courses
uith business and industry; (3) Project Stride, which offers job
training instruction in clerical skills and data entry operations;
(4) the Expanding Options for Teen Mothers and Access for Women
programs, which emphasize n o n t r a d i t i o n a 1 careers for women; (5) the
Vocational Training Program for Deaf Adults; (6) the Adult Vocational
Counseling Center; (7) adult literacy and learning programs,
including those offered by the Adult Learning Xenter
Education Program, the Job Training Partnership Act
Program, and the City University of New York's
Development Program; (8) older adult programs offered by
Institute of Study for Older Adults; (9) the B u i 1 d i n g / H o u s i n g
Superintendents' Training Program; and (10) the M u 1 1 i - F ami 1 y Housing
Energy Conservation Program offered by the Apartment House
Statistical data on t u i t i o n- b a s e d and g r a n t“S p o n s o r e d programs
appended. (LAL).
the Co r r ection
Basic Skills
General Education
the
Institute
are
15
ANED221243.
IN New York City Technical Coll. Brooklyn. Div. of Continuing
Education and Extension Services. (BBB16185).
TI CUNY Tech Continuing Education Annual Report, 1981-1982.
PR EDRS Price - MF01/PC04 Plus Postage.
NT 78p.
YR 82 .
AB Funding, enrollments, and outcomes are reported for the programs
offered duting 1981-82 by New York City Technical College's Division
of Continuing Education and Extension Services. The report's
introduction analyzes enrollment in the division and summarizes
accomplishments and funding problems for selected programs.
Subsequently, the report's eight chapters discuss the year's
activities and accomplishments of: (1) the division's tuition
programs, which provide adult students with entry-level job skills,
skill upgrading, and training for certification and licensure; (2)
adult literacy and learning programs, and extension services to two
correctional institutions; (3) outreach and training programs for
women in n o n t r a d i t i o n a 1 occupations, such as machine tool, building
systems, maintenance and repair; (4) vocational programs for deaf
adults; (5) the Adult Vocational Counseling and Guidance Center; (6)
technical training programs for disadvantaged adults (in the areas of
clerical and data entry occupations, digital electronics, and
welding), bilingual students (in the area of home attendant
training), and transit workers; (7) programs for oldeM- adults, which
include classes in consumer advocacy, and information and referral
training; and (8) training for apartment managers, superintendents,
and staff. The report concludes with tables illustrating enrollment
and funding sources. (KL).
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of Continuing
ERIC
16
E D 2 0 1 3 5 3 .
New York City Technical Coll. Brooklyn. Div
Education and Extension Services. (BBB16185).
Annual Report, 1979-1980. Neu York City Technical College.
EDRS Price - MF01/PC03 Plus Postage.
ll”- best COPY AVAILABLE
Funding, enrollments, and outcomes are reported for the programs
offered during 1979-1980 by New York City Technical College's
i vision of Continuing Education and Extension Services,
eport’s introduction analyzes enrollment in the division
■f
^ ■
The
s umma r i z e s
r r o b ]. •? m o T
^ e n i: , r h e r e p c r t ’ ^ r. i r, e ihapze r b d i b cusb r h r year's
activities and accomplishments cf: (1) the division’s tuition
programs, which provide adult students with entry-level job skills,
skill upgr'ading, and training for certification and licensure: (2)
the Adult Vocational Counseling Center; (3) vocational programs for
deaf adults; (4) training programs for women in non-traditional
occupations; (5) technical training programs for d i s a d va n t a g e d adults
in the areas of digital electronics, machine tool trades, welding,
electronic assembly, and food services; (6) technical programs to
upgrade the skills of transit workers, biomedical technicians, and
day care center cooks; (7) public symposia on prenatal diagnosis and
hearing ampl if ication for the elderly; (8) acTult literacy and
learning programs and extension services to the Brooklyn House of
Detention; and (9) programs for older adults. With variations, these
narratives summarize enrollment, funding, recruitment, instruction,
and placement. The report concludes with t a b 1 e s i 1 1 u s t r a t i n g
enrollment and funding sources. (JP).
17
AN ED179270.
AU Eisenstein, Fannie.
IN New York City Community Coll. Brooklyn, N.Y. Div. of Continuing
Education and Extension Services. (BBB16185).
TI Annual Report, 1978-79.
“PR EDRS Price ~MF01/PC03 Plus Posta.ge.
NT 70p,
YR 79 .
AB This six-part report summarizes the 1978-1979 activities of the
Division of Continuing Education and Extension Services at the New
York City Community College. Part I discusses tuition courses and
programs, including a program for Head Start staff and parents on the
mainstreaming of handicapped children, a symposium on hearing aid
technology in tinnitus treatment, an institute for continuing
education in radiologic technology, and an institute serving
apartment owners and management groups. Part II discusses programs
for older adults, including an institute of study for older adults,
an elderly homebound program, community workshops for consumer
education, an information and referral service, and a program to
train the elderly to work as teacher aides in public schools. Part
III describes the college's adult learning center and adult reading
academy, as well as the outreach program at the Brooklyn House of
Detention. Part IV discusses the history, student participation, and
program development of the vocational program for deaf adults. Part
V discusses nontraditional vocational training for women, food
' service training, pest control training for students with limited
English, day care cooks' training, and a program on digital
electronics for biomedical equipment technicians. Part VI discusses
the college's state civil service employee benefits training program.
(JP).
18
AN ED159305.
AU Luke, Robert A.; Boggs, Carol.
IN Gallaudet Coll. Washington, D.C. Center for Continuing Education.
TI
PR
NT
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AB
ERIC
(BBB11248) .
The Planning, Implementation, Financing, and Management of Continui
Education Programs for Deaf Adults. Tricks of the Trade.
EDRS Price - MF01/PC06 Plus Postage.
128p .
76 .
Suggestions are offered to adult educators for developing programs
^nd obtaining funding for deaf education. The first seven chapters
dal with program development. In chapter 1 demographics which
3late to the hearing impair* ed ar*e examine-d. fA million and
ng
deaf lea r* nine needs ano asse^ssmenu meenuu^.
sample' questionnaires are included. Chapter 3 focuses on promotional
techniques for programs and includes sample forms. In chapter 4 ways
for ur'jyiC3Mi=> wiiw - ^
of finding and supporting teachers a n d _ i n t e r p r e te r s are sugges.ed^
Chapter 5 documents adult basic education needs for the deaf fonly
one-third of the deaf population has a high school diploma); programs
and materials are suggested. Chapter 6 outlines the advisory
committee's make-up and functions. In chapter 7 steps in
implementing, and administering deaf education programs are reviewed.
The remaining chapters focus on funding. Chapter 8 discusses
■financing resources and requirements.- Local funding possibili
are examined in chapter 9. and state and federal funding sourcesare
listed in chapter 10. Chapter 11 lists f o u n d a t i o n -s u p p o r t e d projects
and discusses funding criteria. (CSS) .
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19
ED092764.
Block, Samuel A.
Illinois Association of the Deaf, Jacksonville. (BBB105 1).
Adult Education for the Deaf of Illinois: A Needs Assessment.
EDRS Price - MF01/PC06 Plus Postage.
128p. 7
7 3
Thi- report was designed mainly to develop information on the need
and available resources for providing adult education programs for
the hearing-impaired population of Illinois. I n f orma t i o n wa s
gathered through questionnaires mailed to persons identified through
the records of the National Census of the Deaf, and follow-up
interviews on a 200-case sample of respondents to the mail
questionnaire. Questionnaires were sent to 4,300 and returned by
1 200 hearing-impaired persons — about 7 percent of the estimated
total of such persons in the State. The survey indicated that about
75 percent of the respondents were interested in resuming educational
activities, largely in basic education and upgrading of vocational
skills. They also indicated an overwhelming preference for direct
supportive communication in the classroom. The community college
system in Illinois was rated an ideal one for delivery of adult
education services to hearing-impaired persons in . .
meaningfully-structured programs. Site visits to about one-third of
these colleges established the acceptance of their directors of that
principle. The report therefore included a recommendation for
establishment of a State fund to finance special supportive services
by community colleges and certain other educational institutions for
that purpose. (Author/EA).
AN
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Northridge ,
Project DAl«JN
Calif. (CIQ78225) .
and Its Four Follow-Up
20
ED062B86.
Kirchner, Carl J. Ed.
San Fernando Valley State Coll.
Project DAWN, 1970; A Report of
Meetings.
EDRS Price - MF01/PC08 Plus Postage.
189p .
70- . . ^
The activities, speeches, and reports of the participants and
lecturers of Project DAUN (Deaf Adults With Need) during 1970
presented. Project DAWN is designed to: (1) work with Adult Basic
Education leaders in establishing programs applicable, attractive,
and (2) motivate and help the deaf
are
and useful to the deaf community;
covers
-ERIC
adult to take full advantage of these programs. The program
four-week period of intensive work in the following areas: (1)
Community Leadership; (2) Philosophy. Organization and Administration
of Adult Education Programs; and (4) Lecture Series R e g a r d i n g Va r i o u s
Aspects and Problems of Deafness, Organization of Programs and
Leadership. The 24 participants in the 1970 programcame from 17
■states. Four regional follow-up meetings were held in Wichita,
BEST COPY AVAILABLE
^0
u
Kansas , San Fr anc Lsco , Ca li f o r nia , Chicago, Illinois, and Mew York
City. The p a r t i c i p a n t s in Project Oft W M and in the r e g i o n a 1 m e e t i n g s
a r- 9 1 i s t s d . ( 0 B ) ,
21
AN ED01S102.
AU RETHERFORD, ROBERT M.
IN Michigan Association for Better Hearing, East Lansing. (MVK49230).
TI A PERSONAL ADJUSTMENT AND P R E -VYO C A T I 0 N A L CENTER FOR N 0 N - FE A S I B I E DEAF
ADULTS AND RESEARCH TO DISCOVER AND E S T A B L I S H - - ( 1 ) THE EXTENT TO
WHICH VOCATIONAL REHABILITATION CAN BE ACHIEVED, (2) THE TIME
REQUIRED, AND (3) THE COST.. FINAL PROJECT REPORT.
PR EDRS Price - MFOl/PCOa Plus Postage.
NT 190P .
Y R 6 5.
AB DEAF MEN WHOSE HANDICAPS WERE BEYOND THE SCOPE OF AVAILABLE STATE
SERVICES WERE ENROLLED IN A PROGRAM TO DEVELOP READINESS FOR
VOCATIONAL REHABILITATION. THE 33 TRAINEES WERE GIVEN INSTRUCTION IN
COMMUNICATION, READING, SOCIAL STUDIES, ARITHMETIC, SOCIAL
ADJUSTMENT, OCCUPATIONAL TRAINING, DRIVER EDUCATION, AMD
PREEMPLOYMENT TRAINING. TRADITIONAL CLASSROOM TEACHING TECHNIQUES
WERE USED. THE SMALL SIZE OF THE TRAINEE SAMPLE, THE INADEQUACY OF
INFORMATION ABOUT THE DEAF CLIENTS, AND THE LACK OF RELEVANT
NORMATIVE DATA SHOULD BE CONSIDERED IN CONNECTION WITH THE FOLLOWING
FINDINGS — (1) THE MAJORITY OF TRAINEES OBTAINED SOME TYPE OF
EMPLOYMENT, (2) EVIDENTLY MOST OF THE MEN REACHED A LEARNING PLATEAU
IN THE SIXTH AND EIGHTH MONTHS OF TRAINING, (3) ALTHOUGH ACADEMIC
SKILL IMPROVED LITTLE, THERE WAS EVIDENCE THAT EXPOSURE TO FORMAL
INSTRUCTION BROADENED COMMUNICATION SKILLS AMD MADE POSSIBLE MORE
CONTACT WITH OTHER TRAINEES AS WELL AS WITH OTHER DEAF OUTSIDE, AND
(4) THE 33 MEN SPENT AN AVERAGE OF 368.2 DAYS IN TRAINING AT AN
AVERAGE COST OF APPROXIMATELY $10,250 PER MAN PER YEAR. IT WAS
RECOMMENDED THAT FUTURE RESEARCH FOCUS ON TWO DISTINCT BUT HIGHLY
RELATED AREAS OF DEFICIENCY IN THE U N D E R P R I V I L E G E D DEAF, LITERACY AND
COMMUNICATIVE ABILITY, AND PSYCHOLOGICAL ADJUSTMENT. TRAINEE
SELECTION AND EVALUATION METHODS, PROGRAM FACILITIES AND CONTENT,
PLACEMENT ACTIVITIES, AND TABLES OF TRAINEE INFORMATION ARE INCLUDED.
(JK) .
bi
best COPY AVAILABLE
616 SOUTH SAUNA ST, SYRACUSE, NY 13202
(315) 422-7263
FAX (315) 422-4792
TDD (315) 422-9746
AURORA
OF CENTRAL NEW YORK INC.
WANTED
BKEROBTIC VOLUNTEERS TO TEACH BASIC ENGLISH LITERACY SKILLS
TO
DEAF AND HARD OP HEARING INDIVIDUALS
^EDED ~ VOLUNTEERS TO WORK WITH IHTERESTEO INDIVIDUALS TO
LBARN/IMPROVE THEIR ENGLISH LITERACY SKILLS.
VOLUNTEERS MUST HAVE GOOD SIGN LANGUAGE SKILLS AND BE FLEXIBLE IN
COMMUNICATION STYLE.
VOLUNTEERS WILL RECEIVE A TOTAL OP 34 HOURS OP TRAINING 18
HOURS OP LITERACY VOLUNTEERS OP AMERICA TRAINING, 16 HOTOS OF
ADAPTED TRAINING PROVIDED BY THE ADULT LITERACY INITIATIVE OP
GALLAUDET UNIVERSITY. ur
TRAINING IS SCHEDULED FOR 1/9, 1/16, 1/30 AND 2/6, 2/7, 1993.
FOLLOWING TRAINING VOLUNTEERS WILL BE EXPECTED TO WORK AN AVERAGE
OP 5 HOURS A WEEK AND MUST COMMIT TO VOLUNTEER FOR A PERIOD OP
MOT LESS THAN ONE YEAR.
COORDINATION, SUPPORT SERVICES AND RESOURCE ASSISTANCE WILL BE
PROVIDED BY A DEAF SERVICES COORDINATOR THROUGH THE ONONDAGA
COUNTY PUBLIC LIBRARY LITERACY PROGRAM.
INTERESTED PERSONS SHOULD CALL SALLY MCSWEEN AT AURORA OP CNY
INC. AT 422-23212 VOICE OR 422-9746 TDD.
THIS PROJECT IS SUPPORTED pY THE pS DEPARTMENT OP EDUCATION -
TITLE VI GRANT, ONONDAGA COUNTY PUBLIC LIBRARY, AURORA OP CNY,
INC AMD LITERACY VOLUNTEERS OP GREATER SYRACUSE.
Serving people who are blind, deaf, visually impaired and hard of hearing.
Member of United Ways of Central New York,
Greater Fulton, arut Cayuga Coun^.
616 SOUTH SAUNA ST., SYRACUSE, NY 13202
(315) 422-7263
FAX (315) 422-4792
TDD (315) 422-9746
AURORA
OF CENTRAL NEW YORK INC.
December 15, 1992
Dear Prospective Literacy Volunteer:
Thank you for your interest in the Onondaga
County/Aurora/Literacy Volunteers Literacy Project for the Deaf.
We're getting organized for the upcoming training and we're all
very excited. This is a one year grant project funded by Federal
LSCA VI Library Literacy Projects funds. At the end of the grant
year we are hoping to be able to continue the project on a
volunteer basis, utilizing the same kind of system currently
employed by Literacy Volunteers of Greater Syracuse. The scope
of the project is to serve residents of Onondaga County.
It is expected that volunteers will commit to work at least one
year as a tutor. Tutoring sessions are typically twice a week
for 1-1 1/2 hours. You will also need preparation time. There
will be a half time project coordinator, located at Beauchamp
Library who will be available as a guide and resource to the
tutors. Tutors will work with students 1:1. Site of tutoring
will be determined by negotiation between the student and the
tutor. We encourage the use of public places such as libraries.
Prospective tutors will receive a total of 34 hours of training.
18 hours of standard Literacy Volunteers of America Training, and
16 hours of adapted training provided by Gallaudet University.
All training fees and material costs will be paid for through the
grant. Other recommended texts and computer support will be
available for loan/use at Beauchamp Library. Computer
orientation will be available.
Tutors are not permitted to miss more that 2 hours of training .,
The training schedule is as follows:
Literacy Volunteer Training: 1/9/ i/iS, 1/30 (Saturdays)
9:15 am to 3:30
includes coffee break and 1/2 lunch - BYOBag
Beauchamp Library — Cor. S. Salina & Colvin Sts. 2nd floor
Serving people who are blind, deaf, visually impaired and hard of hearing.
Member of United Ways of Central New York,
Q Greater Fulton, and Cayuga County.
ERIC
83
Volunteer Letter
Page 2
Gallaudet Training:
2/20 & 2/21 (this a change from the
original date, the holiday is 2/15)
9:00 am to 5:00 pm
2/20 is a train the trainers workshop as we hope that
we will be able to replicate this training, with tutor
assistance at a later date.
2/21 will be a tutor training workshop
Betts Library, 4862 S. Salina Street, Syracuse
You are expected to attend both days of training.
PLEASE RETURN YOUR REGISTRATION FORM BY 1/4/93.
If you have any questions please feel free to call me at 422-2321
V. or 422/9745 tty.
Thanks again for your interest in our project.
Sincerely,
Sally McSween
Program Director Deaf Services
CD
CO
CO
CO
Onondaga County Public Library
Literacy Project for Deaf Adult Learners
Curriculum for Training Volunteer Tutors
Gallaudet University Regional Center
Northern Essex Community College
HaverhiU, MA. 01830
June, 1993
The contents of this publication were developed under a grant from the Department of Education.
id However, those contents do not necessarily represent the policy of the Department of Education,
jc and you should not assume endorsement by the Federal GovemmenL
S3
Introduction To the Training Curriculum
This Curriculum was developed for use by the Onondaga County Public
Library's Literacy project. It is intended as a guideline for use by trainers
when training volunteers to work with Deaf adult learners. Sections of this
curriculum may be adapted to reflect the specific issues/needs in your local
Deaf community. For example, the Case Studies in Day 1, Session 5 may
be adapted to include local considerations. We also have suggested specific
videotapes for use in the Deaf Culture Session. Individual trainers may
have other videotapes in mind which can be appropriately substituted.
It is strongly recommended that Deaf adults be part of the training, both as'
trainers and trainees. This allows for the volunteers to interact' with arid
learn from the Deaf adults, which is invaluable. It is also important to
utilize interpreter services, and assistive listening devices, if requested,
during the training, so that communication is accessible for all involved.
While this curriculum gives a great deal of introductory material for
working with Deaf adult learners, it is suggested that trainees accepted into
the training already have the communication skills in Sign Language to be
able to effectively work with their learners.
The last section of the curriculum includes a variety of handouts which can
be distributed when the trainers feel it is appropriate.
Literacy Training
Agenda
Day 1
Session
1:
Session
2:
Session
3:
Session
4:
Session
5:
Session
6:
Session
7:
Session
8:
Session
9:
Session
10:
Day 2
Session
1:
Session
2:
Session
3:
Session
4:
Introduction and Goals (60 min.)
Introduction to the Deaf Community and
Educational Backgrounds (40 min.)
Learner/Tutor World (20 min.)
Cross Cultural Case Studies (45 min.)
Deaf Culture, Folklore, and Storytelling (45 min.)
Concepts of Language (ASL and English) (20 min.)
Language Experience Activity (30 min.)
Journal Writing Experience (15 min.)
Process Oriented Writing (50 min.)
Panel Discussion: Deaf Adult Learners (60 min.)
Bilingual/Bicultural Issues (45 min.)
Case Study of the First Two Lesson Plans (45 min.)
Approaches to Reading (45 min.)
ASL Grammer Activity (30 min.)
Session 5
Session 6
Session 7
Session 8
Session 9
Error Correction (30 min.)
Mindmapping (45 min.)
Peer Teaching Activity (1 hr. 40 min.)
Deaf Organizations and Resources (20 min.)
Question and Answer, Wrap-Up,
Evaluation (30 min.)
Day 1
Introduction to Session 1: Introduction and Goals
This session is intended to introduce the participants to each other and
to the philosophy of the Literacy Training program. We want to
explain the approach of this training which includes affective
knowledge and technical skills, both of which are crucial subjects for an
effective tutor training. We also want to underscore that the design of
this training is "participant centered" in an effort to model the type of
"learner centered" interaction we hope will occur between tutors and
learners in the future. Giving an overview of the training agenda for
the entire two days will give the participants an idea of the range of
concepts which will be covered in the training program. Finally, a goal
comparison exercise gives the participants an opportunity to question
their own motivations about becoming tutors, to consider how both
their goals and learners' goals compare with program goals. At the end
of this session, the participants should have a clear idea of the training
and the goals of all involved.
S3
Day 1
Session 1: Introduction and Goals
Time: 60 min.
Materials Blackboard and chalk or easel, newsprint and marking
pens
Tape
Newsprint stating "Goals for the training
Newsprint listing "Agenda" for the entire training
Newsprint listing things participants should say when
they introduce themselves
Newsprint stating "Tutor Goals"
Newsprint stating "Program Goals"
Learner Statements on individual cards
Objectives: Participants will...
Introduce themselves to each other
Become familiar with the training program
Examine and evaluate the goals of learners, programs,
and themselves
Activity 1: Welcome and Overview (10 min.)
Step 1 Welcome volunteers, say your name, title and any other
information you would like to give.
Step 2 Training Overview:
This first session is about the goals and needs of adult
learners, and how to be sensitive to these.
Future sessions will be looking at current methods of
instruction, at methods for teaching reading and writing,
and lesson plaiming.
Summary sheets will be handed out after each activity or
technique demonstrated, so participants can be
encouraged to relax and participate in the activity without
worrying about taking detailed notes.
Activity 2: Participant Introductions (10-15 min.)
Step 1 Ask participants to introduce themselves individually.
Step 2 Show newsprint which lists specific things participants
should tell about themselves, (pre-written)
Name
Something they would like to share
The most important thing they would like to get from
this training
How they got involved/interested in working with Deaf
adult learners
Participants here will be stating what they hope/need to
learn in the training or they may be stating a concern
they have about the tutoring. This information will be
helpful to the trainer in adapting the training sessions to
answer the needs and concerns of the participants; i.e.,
focusing on techniques if participants are nervous about
their teaching ability; providing logistical information
if participants are concerned about setting up tutoring
sessions, etc.
Activity 3: Tutor Goals (10 min.)
Step 1 Put up pre -printed list of tutors' goals. Explain that these
were gleaned from what various volunteers have said during
orientations. Ask if participants want to add more specific
goals that pertain to them. If so, list.
Step 2 Encourage participants to make any observations about
tutors' goals (broad, narrow, self-centered, selfless, etc.)
that they wish . If none, comment. Then explain that this list
of goals will be looked at more later.
Activity 4: Program Goals (5 min.)
Step 1 The Program DirectorA'^olunteer Coordinator talks about the
program's goals and puts up pre-written "Program Goals
newsprint. Ask for questions.
95
Activity
Step 1
Step 2
Step 3
Step 4
Activity
Step 1
Step 2
: Learner Goals (15 min.)
Mention that we will look at the learners' goals.
Hand out learner goal statements, one to each participant and
allow time for participants to read silently.
Ask for volunteers to read their statements aloud (not
mandatory). After each statement is read, get participants to
help you paraphrase that learner's goal. Write on board or
easel under "Learners' Goals". Continue until all statements
are done.
Ask participants if they are surprised by any of the goal
statements or if they have learned anything new.
Mention that goals are general and just a sampling. Ask
participants to think of additional goals. List any mentioned.
: Goal Examination (10 min.)
Arrange 3 lists (Program, Tutor, Learner Goals) on wall or
board. Allow participants to read silently for 1-2 minutes.
Facilitate group discussion to examine goals by asking
questions:
Does anything surprise you?
How are these lists similar?
Are these goals idealistic? Is that bad? Unrealistic?
Which could be considered short term goals? Long-term
goals?
How could long-term goals be broken down into attainable
steps?
Can tutor/leamer goals be reached simultaneously?.
How can you as a tutor, work with a learner to think through
long and short term goals and to think through the steps for
achieving them?
Step 3
Summarizing points for trainer to make or to emphasize:
Most learners want to help self, some to help others
Most tutors want to help others, some to help self
It's good to have some selfish motivation for tutoring
Tutor's, learner's, programs goals should all fit together
9
I
To be pre-printed on newsprint by trainer
Learner Goals
• to improve writing skills in English and to get a better job
• to get a driver’s license
• to become a U.S. citizen
• to get a GED
• to better understand U.S. Deaf culture
• to read the newspaper
• to help his/her children with their homework
• to read a manual for a new machine at work
• to read stories to his/her children
• to converse easily, comfortably with people he/she meets
• to read and understand bills and notices
To be pre-printed on newsprint by trainer
Tutor Goals
• be helpful
• impart knowledge
• learn about a different person’s life perspective
• share enthusiasm for reading
• work with someone new
• get experience teaching
• give pleasure
• open up someone’s world
• help someone break the "cycle"
• learn how to teach
• do volunteer work
• obtain gratification from helping
• learn and grow
• repay own good fortune
• get experience in teaching techniques
• improve someone’s employment opportunities
• continue to be a volunteer teacher
• reduce illiteracy rate
S3
To be pre-printed on newsprint by trainer
Program Goals
• to empower Deaf people
• to provide tutoring for Deaf individuals and small groups
• to assist Deaf people in improving their English skills
• to supplement the Adult Education Program through
tutorial assistance
Note: The Program goals of the learning center(s) where the
participants will be tutoring should be listed on newsprint by
the Volunteer Coordinator or trainer.
100
Introduction to Session 2: Introduction to the Deaf Community
and Deaf Educational Backgrounds
It is crucial that the tutors being trained have at least a basic comprehension
of the Deaf Community and an understanding of the educational
backgrounds and experiences of Deaf and Hard of Hearing adults. This
session will provide a basic introduction to these issues, and some
communication tips for working with Deaf adults. This will by no means
be a comprehensive course on these topics, but is intended as an overview.
It is suggested that Literacy Programs may wish to provide further in-
depth trainings on segments of this information.
Day 1
Session 2: Deaf Educational Backgrounds
Time: 40 min.
Materials Copies of Handout, "Deaf Education Background"
Objectives: Participants Will...
Develop an understanding of the educational experiences of
Deaf and Hard of Hearing adult learners
Gain knowledge in the various types of educational settings
for Deaf and Hard of Hearing students
Be able to apply this information to their specific tutoring
situation, through understanding of the learner's educational
experiences
Activity 1 Discussion
Step 1 Using the Handout, spend this session describing the various
Deaf Educational Backgrounds
Step 2 Facihtate a discussion, and answer questions from the
trainees
Deaf Educational Backgrounds
The Deaf person's educational background tells us a lot about that person's
identity, as well as the type of education he/she has received. This material
wiU be useful when discussing the case studies later in the training.
School for the Deaf (Residential School)
A School for the Deaf is a setting which usually covers all grades from
pre-school through high school. Many of the students reside at the school
during the week and spend weekends with their families. Schools for the
Deaf generally use and support Sign Language in the classroom. Even
though the signing skills of teachers and support staff always vary from
person to person, this environment is where the Deaf child develops a
sense of community. Deaf teachers are of special value, acting as role
models that give the child a glimpse of some possible futures. In this
setting the Deaf child learns about Deaf Culture.
Schools for the Deaf offer athletic programs, clubs, and other activities
where the Deaf child can develop leadership skills. During these after
school activities, students share the same language, American Sign language
(ASL).
The success of academic programs varies from school to school, as does the
particular communication philosophy. Some schools adhere to a "Total
Communication" approach; others adhere to utilizing Signed English; and
others adhere to a bilingual/bicultural approach, utilizing ASL and written
English.
Oral School for the Deaf
The Oral School for the Deaf utilizes spoken English, lipreading, and use
of residual hearing as their methods of communication. Sign Language is
not allowed in the classroom. Some oral schools will allow signing in the
dormitories, others do not. Students who graduate from oral schools
sometimes attend their local high schools. Many graduates go on to attend
post-secondary colleges and university programs for the Deaf, and learn
Sign Language in that setting. These people often become active members
of the Deaf Community. Some graduates of oral programs choose not to
learn to sign and prefer not to socialize in the Deaf community. Since
many oral schools are residential, there is also the opportunity for after-
school activities which build leadership skills.
Public School Programs for the Deaf
There are a a few major US cities which have public school programs for
the Deaf, with known examples being Boston, New York, and Atlanta.
These city schools are not residential, but day schools. Academic programs
vary from school to school, and the communication philosophy varies as
well. Day schools do not offer after school programming to the extent of
the residential schools. These schools are mostly "inner city" schools.
Mainstreamed Programs
Mainstreamed Programs are regionalized day programs which are held in
public school settings.. By regionalizing, the program is able to offer
services to a larger number of Deaf students. With the changes in Special
Education Laws, both at the local and federal levels, these programs have
grown across the country.
Students in this setting usually have the option of participating in a regular
classroom with interpreting services or taking some self-contained classes
with a teacher of the deaf, depending upon their abilities. Not all
interpreters in these settings are qualified. There are often no standards
or certification requirements for these positions. These schools often offer
sign language classes for hearing students and the regular education staff,
and hold special activities during Deaf Awareness Week. Academic
programs vary, as weU as the communication mode used.
There are limited opportunities for the Deaf student to participate in after
school activities, due to constraints on transportation and the need for
interpreting services after school hours. Graduates of these Programs
attend coUeges/universities for the Deaf, or settings where there are
support services readily available.
Public or Private Schools
Some Deaf students are placed in private or public schools.
They may,or may not, have interpreting, notetaking or other support
services, depending upon their individual situation. The Deaf student in
this situation may be very isolated, without deaf peer interaction.
Introduction to Session 3: Learner/Tutor World
In this session, we want participants to brainstorm as a group
about the possible forces in learners’ lives which may affect
learners’ abilities to reach their goals. Some of these forces may
be positive and may help learners achieve their goals more
easily, such as supportive families or enough free time to make
the necessary commitment. Some of these forces may be
negative and may prevent or hinder learners from achieving
their goals, such as poor health or an irrelevant learning
program. By brainstorming as a group, participants can think of
and hear from other participants possible forces in learners’ lives
which they themselves might not have considered. We want the
participants to gain an understanding of how difficult it might be
for learners to achieve their goals if there are many negative
forces influencing them, and conversely, how helpful positive
forces may be to learners. We also want the participants to
think about which of the forces - good and bad - that they as
tutors can have some impact on. We want them to brainstorm
aloud about how they can increase the positive influences and
decrease the negative influences. However, it is also very
important for them to understand that it is neither possible nor
desirable for tutors to have an effect on all of the forces
influencing learners; many forces in learners’ personal and social
lives are beyond the control of tutors, such as family difficulties.
We want the participants to recognize their limits as tutors to
help learners outside of the classroom activity, while at the same
time realizing their power to create many positive influences
inside the tutoring environment.
Day 1
Session 3: Learner/Tutor World
Time: 20 min.
Materials • Blackboard and chalk or newsprint and markers
• Masking tape
• Summary Sheets:
- "Working With Adult Learners"
- "Learner/Tutor World"
Objectives: Participants will...
• recognize forces which help or hinder adult learners from
reaching their goals.
Activity 1 - Force Field Analysis (20 min.)
Step 1 Transition introduction: We have been looking at different goals
tutor’s, program’s, learner’s. We have also looked at differences
between tutor and learner. Let’s conclude by looking at the
things which influence learners.
Step 2 Draw stick figure on board or newsprint. Write "learner"
underneath. Write the word "goals" above the learner and circle
it.
• Give 1-2 examples of goals mentioned in the last session.
• Say that we want to think about what helps or hinders the
learner from reaching his/her goals.
Step 3 Ask the question: "What are some things which might keep a
learner from reaching his/her goal(s)?" Write ideas brainstormed
by participants to the right side of the figure (remember to use
the exact words of the participants). Comment that lots of
things hinder learners from reaching goals. (7 min.)
Step 4 Ask the question: "What are some things which might help a
Step 5
Step 6
learner to reach his/her goal(s)?" Write ideas brainstormed by
participants to the left side of the figure. (7 min.)
Facilitate whole group discussion about the lists by asking
questions: (6 min.)
• "Which of these negative or positive forces can you, as a
tutor, control?"
“ "What can you, as a tutor, do to enhance the things that help,
the positive forces?" Point to left side of the chart.
• "What can you do to decrease the things that hinder, the
negative forces?" Point to right side of the chart.
Restate ideas after several are given; look for generalization in
comments. Summarize at the end of the discussion: (2 min.)
• Negative forces can’t always be eliminated by tutors.
• Positive forces can’t always be created or controlled by tutors.
• Rather, tutors can (and should) always look for ways to
decrease negative forces and increase positive forces.
• Forces may be related to the learning situation, to the person
and his/her life, or to the society.
• Tutors may have more control over decreasing negative
forces or increasing positive forces in the learning situation
than in the society or in the learner’s personal life.
Step 7 Hand out "Summary Sheet: Working With Adult Learners."
Allow participants to read silently. Ask for comments, other
positive or negative forces not previously mentioned.
Step 8 Hand out "Summary Sheet: Learner/Tutor World" Allow time
for participants to add things from the discussion.
Summary Sheet:
Working With Adult Learners
The men and women that you will be tutoring and learning with
come from a wide range of ethnic and socio-economic
backgrounds. Their age and past experiences will vary. Their
present life situations will be diverse. As a volunteer literacy
tutor, here are some points to keep in mind:
• Adult learners have many rich life experiences which can be
used as material for tutoring sessions. Using an adult’s life
experience can make tutoring very interesting for both tutor
and learner.
• Most adult learners choose to learn. Although the learner
you work with may seem easily discouraged due to past
failures, and may expect results too quickly, an ounce of
success and a ton of understanding will work miracles.
• Adults who have rarely experienced success in education tend
to underestimate their strengths and accomplishments. They
may feel inadequate or unable to compete when reading,
writing, or math skills are involved.
• Most adults have learned what the people around them
expect of them. In learning situations, adults often respond in
the manner they think will win approval. It’s often difficult to
admit that a particular task is too difficult or too complicated
to understand.
• In addition to feeling stress in the learning situation, adult
learners may be weighed down by difficult working
conditions, economic problems, unsatisfactory living
conditions, family responsibilities, health problems, and
occasional crises. Some of these issues may need to be
addressed and partially resolved before adult learners can
focus as much on their learning as they want.
• Some adults may not look back at school days with fond
memories. Their school experiences may have been ones of
ridicule, embarrassment, and rejection, or may simply not
have been an important part c't growing up at all. Adult
loo
learners may need to develop trust, enthusiasm and
confidence for the first time by responding to encouragement
and confidence given to them. They may need to feel
successful right away.
Keep in mind how difficult it must be for adults to admit
their inadequacies and ask for help. Many non-readers have
become very skillful in hiding the problem. Build on this
need for independence. Establish a good reciprocal
relationship that will benefit both tutor and learner by
involving your learner in planning his/her learning.
"Learning Is A Life-long Process... We Are All Adult
Learners."
Summary Sheet:
LearnerA’utor World
Negative forces which may hinder learner from reaching his/her
goal:
• personal problems (unsupportive family, poor health)
• lack of money or other resources (transportation, eyeglasses)
• low self-esteem
• fear of failure - previous failure
• dislike of formal learning situations
• community or peer group disapproval
• temporary lack of motivation
• an uninvolved tutor
• discrimination (in the workplace, in society)
Positive forces which help learner to reach goals:
• supportive family, friends, community, coworkers
• high motivation
• adequate resources
• a good tutor
• good learning materials and situation
Things tutors can do to decrease negative forces:
• be supportive and caring
• provide relevant materials and instruction
• help learner succeed often and readily
• think through personal problems with learner
Summary:
• Negative forces can’t always be eliminated by tutors.
• Positive forces can’t always be created or controlled by tutors.
• Rather, tutors can (and should) always look for ways to
decrease negative forces and increase positive forces.
• Forces may be related to the learning situation, to the person
and his/her life, or to the society.
“ Tutors may have more control over decreasing negative
forces or increasing positive fo'ces in the learning situation
than in the society or in the learner’s personal life
er|c
11
Introduction to Session 4: Cross-Cultural Communication Case Studies
This is one of the most important sections of the training. The
purpose of this section is to have the participants reflect on
some of the differences that can stand in' the way of effective
communication between learners and tutors. We want
participants to become aware of possible differences, first by
brainstorming as a group and then by reading and discussing
some case studies in which problems arise because of differences
between learners and tutors. We designed the case studies as a
tool to stimulate discussion about ways to overcome differences.
We have provided you with 6 case studies which highlight a
variety of learners, tutors, and learner/tutor issues. We suggest
that trainers write their own case studies, basing them on the
examples included here. In creating your own case studies or in
selecting from the examples included in this Guide, you will want
to consider the following:
• the learner and tutor populations in your program
• issues related to tutoring that may be particularly relevant to
your program
Furthermore, you will want to diversify the case studies that you
choose so that you will be able to generate and benefit from a
discussion about a broad range of issues.
In using the case studies, you should be aware of several things.
First of all, since the case studies divert direct attention away
from the participants, they neutralize the potentially difficult and
threatening issue of self-awareness. However, we hope that the
participants will leave this session thinking about their own level
of awareness and about how they might challenge some of their
own negative attitudes towards others. This case studies session
represents a crucial part of the training; you should be prepared
to deal sensitively with some strong comments from the
participants. If a participant should make a comment that
indicates prejudice, it is often to ask the rest of the group if
they agree with the comment. This session should give you a
better understanding of the attitudes of the participants which
ultimately will be critical in matching them with a learner or in
deciding they m'ay better serve the program in a capacity other
than tutoring. We hope that this session will begin a discussion
about the issue of differences and awareness that will continue
throughout the training sessions.
Day 1
Session 4; Cross-Cultural Communication Case Studies
Time: 45 min.
Materials
Blackboard and chalk or easel
Newsprint, markers and tape
Handouts: "Case Studies for Cross-Cultural Session- (one for
each member of a group)
Summary Sheet: "Cross-Cultural Communication Case
Studies"
Objectives:
Participants will...
• reflect on some differences (such as cultural, racial, class and
value differences) that can stand in the way of effective
tutoring and learning.
• recognize these differences, and use the awareness as a way
of opening up communication.
• look for solutions when the differences prevent effective com-
munication.
Activity 1 - Introduction and Small Group Work (15 min.)
Step 1 Mention that differences between tutor and learner can be
negative forces which inhibit learning.
Step 2 Ask: "What are some of the possible differences between tutor
and learner?" If no one answers, write "RACE" on the board.
List other differences: (2 min.)
• Language or "Dialect"
• Culture
• Gender
• Class
• Sexual Preference
- Age
114
Step 3
Step 4
Ask participants to form 4 small groups of 4 or 5 people. Give
each group a different case study. Allow 4-5 minutes for people
to read silently. Ask group to select a secretary to record
group’s consensus and report later. Give, each group a large
sheet of newsprint and a marking pen.
Show preprinted guide questions;• **
1. What is the problem?
2. What are some of the causes of the problem?
3. What can be done?
Instruct participants to discuss some answers to these questions,
and to write their conclusions on the large sheet of newsprint.
Walk around and answer questions if necessary. (10 min.)
Activity 2 - Discussion (20 + min.)
Step 1 Bring all participants back together in a whole group. Ask
secretary from each group to read the case study and then put
his/her group’s sheet on the wall and report briefly - 5 minutes
apiece only. Discuss.
Step 2 Facilitate group discussion about:
• There may be differences between the tutor’s lifestyle and the
learner’s lifestyle which unconsciously cause friction.
• Tutors may discover that they have strong opinions
(previously unknown to themselves) about the learner’s
behavior, which are transmitted subconsciously to the learner.
• Tutor and learner may have different expectations about the
goals of the tutoring sessions, the material used in tutoring,
and/or the techniques used.
#
115
Different expectations, lifestyles, or opinions may create com-
munication problems between tutor and learner. Tutor may
or may not have control over these problems and differences.
Tutors do have control over how sensitive to learners’ needs
and problems they are, how well they listen to the learner,
and how closely they plan the tutoring sessions to answer the
needs and problems of the learner.
Practicing learner-centered tutoring can help, remembering
that:
- this is a learning experience for both tutor and learner,
respect for the learner involves taking time to understand
the learner’s world.
the learner s strengths come from his/her experiences,
which derive from both positive and negative events and
influences in life.
Is there a way to set up a support system to help each other
deal with problems like these if they arise?
Summary Sheet:
Cross-Cultural Communication Case Studies
Possible differences between tutor and learner:
• race
• language or dialect
• culture
• gender
• class
• sexual preference
Problems resulting from these differences which could inhibit
learning:
• prejudice
• lack of desire or inability to understand the other person
• lack of respect for each other
• confusion about or dislike of other’s personal behaviors,
lifestyles or preferences
• high or inappropriate expectations of each other
Things tutors can do to prevent differences from being a nega-
tive force or inhibiting learning:
• be aware of signals which indicate confusion or dislike
• listen carefully
• be sensitive
• be humble and respectful of the learner
• care about the learner’s problems
• try to communicate
• find ways to encourage the discouraged learner
• be willing to discuss the differences or problems
• work with the learner to design appropriate lessons
• support other tutors who need assistance
• when in doubt, ask for help and advice
Case Study #1
Tutor:
Kathy is a 35 year old hearing white woman who has been an elementary
school teacher for several years at a school for the deaf in another state.
She has strong feelings about teenage pregnancy. As far as she is
concerned, girls who find themselves in that situation have misguided
values, and their pregnancy is their own fault for not taking appropriate ■
contraceptive measures and for not having clearly-defined goals.
Learner:
Rosa is a 20 year old Latina woman who is profoundly deaf. She came to
this country when she was seven years old. She is a single mother of two
small children and receives AFDC assistance. Money is really tight for
Rosa and she does not have a telephone or TTY in her home. Rosa left the
public school program for the deaf when she was 15 years old because she
wanted to have children. Now she is interested in going back to school.
Situation:
Rosa enrolled in the tutoring program at the Independent Living Center
which services deaf and hard of hearing people, and was assigned to Kathy
as her tutor. On several occasions, Kathy asked Rosa what her goals were.
Rosa simply answered that she just wanted to go back to school. She
missed a few sessions and when Kathy asked why, Rosa said it was
because of baby-sitting problems. Kathy has grown impatient with Rosa
because she has missed sessions. She feels that if Rosa had more
clearly-defined goals, she would make more of an effort not to miss
tutoring sessions.
*What is the problem?
*What are some of the causes of the problem?
*What can be done?
o
ICJ
Case Study #2
Tutor:
Marie is a 22 year old white female college student. She has been taking
ASL classes for two and a half years at the University, and is considering
entering an interpreter training program in the future. She decided to
volunteer as a tutor as a way to do something for others, as well as keep
up her ASL skills.
Learner:
John is a 45 year old black Deaf man who immigrated from Haiti over 20
years ago. He had eight years of formal education in Haiti at a school for
the deaf before leaving school in order to work to help support his family.
John's first language signing skills, as well as his reading and writing
skills were weak. He has held a good job as an assembly worker since
coming to this country, but was laid off not long ago, when his company
closed. He is a proud man, and was well liked at his previous job. He is
seeking a training program which will retrain him for another job, but is
finding that a high school diploma is required to enter these training
programs. John is seeking to improve his reading, writing and math skills
so he may obtain a GED, and thereby begin to retrain for employment.
Situation:
John was very motivated at the start of his tutoring program. However,
after working together for several sessions, John seemed not to be
interested in the tutors' suggestions about how to proceed. While Marie
certainly remained motivated, John was commenting that the tutoring was
not working. This made Marie confused and discouraged.
* What is the problem?
* What are some of the causes of the problem?
* What can be done?
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Case Study #3
Tutor:
Mark is a 30 year old Deaf man who works as a computer programmer for a
well known computer firm. He became deaf at seven years of age from a
bout with spinal meningitis. Mark went to an elementary school for the
deaf, then graduated from a public high school and received a B.S. degree
from the National Technical Institute of the Deaf/Rochester Institute of
Technology in Rochester, N.Y. Mark is very interested in improving deaf
people's ability to read.
Learner:
Susan is a 33 year old Deaf woman. She has three school age children who
are hearing and attend local public schools. Susan did not do well
academically in the school for the deaf, and spent her high school years in
a traditional vocational program. She has been a housewife since she
married at 22 years of age. A friend, who has been participating in a
tutoring program has encouraged her to come to tutoring as a way to
improve her skills for a possible job training program since the children
are now all in school full-time. Susan's husband, Jim, has been reluctant
to support her participation in the tutoring program.
Situation:
In their sessions, Susan talks a lot about her children. She seems
motivated to learn, but somewhat afraid of the printed word. Mark brings
in books and newspaper articles which he encourages Susan to read to
improve her skills. After a few sessions, Susan seems not motivated and
unwilling to work with the materials Mark has prepared. Instead, she
talks about her children, and shows Mark a letter she has received from
her older son's school principal, and indicates she does not really
understand the letter, and is concerned that something is wrong at school
While Mark is cordial, he is disappointed that he has spent several hours
preparing materials for this session, and they are not being used.
* What is the problem?
* What are some of the causes of the problem?
* What can be done?
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Case Study #4
Tutor:
Cynthia is a 23 year old white hearing woman who is a recent college
graduate. She has a deaf brother, and has always signed with him. She has
a strong religious background and an equally strong desire to "help". Since
she majored in education in college, she feels that being a tutor is one
way she can contribute her skills.
Learner:
Janet is a 26 year old white Deaf woman. She graduated from a school for
the deaf and attended Gallaudet University for one year. She is currently
working as a mail clerk in the Post Office but realizes that she needs to
improve her reading and writing skills in order to qualify for a promotion,
which will increase her salary substantially. Janet is very excited about
working with a tutor at the Independent Living Center and is confident
that this will make a major improvement in her reading skills.
Situation:
Both Cynthia and Jane feel that their sessions are going well, both are
motivated and Janet is making progress in her reading skills. After a few
sessions, Cynthia notices that a woman usually drives Janet to her
lessons and waits to give her a ride home. Cynthia also notices that the
two women often embrace upon leaving each other. Last week Janet
brought to the tutoring session a local gay newspaper and mentioned that
she would like to be able to read and understand a particular article about
the deaf gay community. Cynthia is not sure, but she thinks that Janet
may be a lesbian.
Cynthia grows uncomfortable with Janet and creates distance where there
previously was none. She no longer engages in friendly conversation, nor
does she sit close to the learner. Cynthia realizes that this new behavior
is affecting the quality of the tutoring, but doesn't know exactly what to
do because she fears Janet's lesbianism even more.
* What is the problem?
* What are some of the causes of the problem?
What can be done?
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Case Study #5
Tutor:
George is a 70 year old Deaf man who worked for 35 years at the General
Electric plant. Since retiring, he has kept active by volunteering in deaf
senior citizen centers. George is the former President of the local deaf
club, and served as athletic director for many years. He is also well
known in the Deaf Community, and well respected. He is finding that he
has extra time on his hands, and has volunteered to tutor at the
Independent Living Center.
Learner:
Pete is a 22 year old Deaf man who left the school for the deaf at age 15.
He has been very involved in athletic teams sponsored by the same local
deaf club that George belongs to. Pete reads at about a third grade level,
and wants very much to someday set up his own business. This motivation
brings him to tutoring sessions. Pete doesn't have a great reputation in
the Deaf Community. He is rumored to be into selling drugs and has been
seen peddling ABC cards. He drives a nice car, and doesn't seem to be
holding down a regular job.
Situation:
Pete was suprised to see that George, whom he knows from the Deaf Club,
is also a tutor. George was really hesitant at first. He prepared reading
materials for Pete and looked forward to their tutoring sessions.
Although George knew Pete's background, he was still hoping he could
make a difference. Pete didn't make much progress, and George started to
get frustrated. George also began to wonder how Pete could afford such a
nice car and clothes, if he was so young, couldn't read, and didn't seem to
work at a steady job. This didn't seem fair to George. He also started to
wonder if he'd be criticized by his friends for trying to help Pete.
* What is the problem?
* What are some of the causes of the problem?
* What can be done?
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Case Study #6
Tutor:
Don is a 40 year old Deaf man who is out of work on disability after a
serious accident. Doctors have predicated that Don will need a year to
fully recover from his injuries and return to work. He has been previously
employed as a teacher of the deaf for 1 5 years at the secondary level, and
communicated using ASL. He has decided to volunteer some of his time to
the tutoring program.
Learner:
Prem is a 22 year old Deaf man who has just entered the U.S. from
Thailand. Many of his family are still in Thailand. Prem lives with his
hearing sister, who has contacted the Independent Living Center for
assistance in educating Prem. Prem has never had the opportunity to
attend school. He has communicated with his family primarily through the
use of gestures. He has asked for tutoring help in order to begin to
develop some sign language skills, as well as a working knowledge of
written English.
Situation:
Prem was very shy at their first meeting, and Don had a hard time drawing
him out to communicate with him. At first they spent a lot of time
drawing pictures and attempting to write simple words in English. After
a couple of sessions, Prem has started to warm up and uses more gestures
to communicate with Don. Don, however, is growing impatient. He really
wants to focus on teaching English and feels that this tutoring situation
might not work out.
* What is the problem?
* What are some of the causes of the problem?
* What can be done?
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Introduction to Session 5: Deaf Culture, Folklore, and
Storytelling
Understanding Deaf Culture is important to understanding your Deaf Adult
learner. The Deaf Community is made up of those who share a common
language, common experiences, and common values. In this session we
will examine this Culture, and discuss it's implications for the tutoring
session. With a better understanding of the Deaf learner's perspective and
world view, there will be more effective interactions between tutor and
learner.
Day 1
Session 5: Deaf Culture, Folklore, and Storytelling
Time: 45 min.
Materials Videotapes which depict Deaf Culture and Folklore
TV Monitor, VCR, etc.
Newsprint
Deaf Culture handouts
Discussion questions accompanying the videotaped stories
Objectives: Participants will...
Become famihar with Deaf Culture
Examine the shared language, values, and experiences of the
Deaf community
Activity 1: Viewing of Videotapes (30 min.)
Step 1 Provide some general background as preparation for viewing
the videotapes.
Step 2 Spend time viewing the videotapes.
Step 3 Using the discussion questions as a guide, facilitate discussion
of the stories on the videotapes, emphasizing that these stories
depict various aspects of Deaf Culture.
Deaf Culture/Deaf Folklore Videotapes
The videotapes suggested for use in this session are the following:
American Culture: The Deaf Perspective
Program 2: Deaf Folklore
Program 3: Deaf Literature
Produced by: San Francisco Library with assistance from Deaf Media, Inc.
Project Coordinator: Susan B. Rutherford
Questions and discussion after each videotape story
These stories that you will see on videotape show how Deaf people' view
themselves and the way the hearing world views them. In some stories,
hearing people are being mocked. Hearing participants should not be
offended, since they reflect popular views in the Deaf Culture and are not
judgements in themselves. It is only fairly recent that hearing people have
been exposed to the Deaf culture. These videotapes are being used to
provide the hearing tutors with an opportunity to get. a glimpse inside the
deaf culture.
DEAF SPEEDER
1. Why do you think he told this story?
Comments
It shows how Deaf people can take advantage of their own
deafness. Deaf people often feel that they are in excellent
position in some situations. Because the story shows what the
Deaf person can do that a hearing person cannot do, it brings
deafness to an elevated status, instilling pride in the Deaf
identity.
2. When the hearing hitchhiker imitated the Deaf person, she was
not successful when approached by the policeman. Why do you
think the storyteller included this?
Comments
Moral: Hearing people will fail when imitating a deaf person.
3. Why was it set up that the last policeman knew sign language?
Comments
In Deaf humor, there is an appreciation for situations in which
the hearing person is considered the loser. Very often the Deaf
experience oppression, and they take opportunities to ridicule
their oppressors.
Hearing children of Deaf parents are members of the Deaf
Community. In this situation, the hearing cop almost sides with
the Deaf driver, putting the hearing hitchhiker in a
disadvantaged position.
THE DEAF COAL MINER
1. Why do you think the storyteller told this story?
Comments
This story shows us a situation where hearing people depend on
the Deaf person. In most Deaf peoples’ lives, they experience
times when they have to depend on hearing people either when
traveling, or in a desperate situation without a TTY. They may
depend on a hearing neighbor or relative during emergencies
when without an interpreter. In this story, there is a reversal of
roles. This shows that Deaf people have pride when they are
being depended upon. This kind of pride applies to their jobs,
for example, being the most handy.
2. What does this story tell you about the Deaf person’s awareness
about sounds?
Comments
The Deaf person understands the concept of sound, but some
may not understand the degree to which the volume of sound
can be disturbing to the hearing person. Also, it is often
surprising to Deaf people to find that the sounds of feet
shuffling, or slamming doors or kitchen cabinets will irritate the
hearing person.
Also, the story tells about how deaf people actually woke up in
the mornings back then!
CAFE DU JOUR
1. Why did you think the hearing person asked the Deaf woman,
"Can you read?" and that the Deaf woman replied "No, but 1
can write."?
2 .
(:
Comments
This is actually a common occurrence among Deaf people. This
clearly shows the ignorance of the hearing person which reflects
an older perspective on Deafness. Also, it tries to show that
Deaf people are literate (sometimes).
Why does the story have the two hearing men continue writing
to each other after the Deaf woman leaves?
Comments
There is often an assumption that the hearing person talking
with the Deaf person is also Deaf. When a deaf person goes
out with a hearing friend, very often the hearing friend
overhears conversations about the Deaf person with him or her.
Also, the story shows that hearing people can be dumb
sometimes which makes the deaf person seem more intelligent.
Again, here is an example of mocking hearing people.
o
ERIC
12D
Introduction to Concepts of Language
An important part of the training is an explanation of the Deaf
Community's native language, American Sign language or ASL.
Like many minority groups, the Deaf Community is shares it's own
language. It is crucial for tutors working with Deaf adult learners to
acknowledge and have some understanding of ASL and how it differs from
written English.
American Sign language is not poor Enghsh. It is a language in it's own
right and differs from Enghsh in syntax and grammar. In this session,
participants will be exposed to ASL, and understand the fact that the
majority of Deaf people learn English as a second language.
130
Day 1
Session 6: Concepts of Language (ASL and English)
Time: 20 minutes
Materials
Objectives:
Activity 1:
Step 1
Step 2
Newsprint
Handouts on American Sign Language
Participants Will...
Develop an understanding of ASL and how it differs from
English
Develop an understanding of the implications of learning
English as a second language
American Sign Language and English (20 min.)
The trainer will facilitate a discussion about the linguistic
properties of American Sign Language, noting the following:
ASL is a language in its own right.
ASL was influenced by French Sign Language
ASL is as complex as English, with its own grammar,
syntax, vocabulary.
ASL is the third most used language in the U.S.
Solicit comments from participants so as to determine their
knowledge level about ASL.
Facilitate a discussion about how Decif people learn Enghsh.
It is suggested that a Deaf person present this section of the
curriculum, or that a Deaf person be invited to speak with
the participants and share his/her experiences, positive and
negative in learning English.
Introduction to Session 7: Language Experience Activity
This activity presents the participants with a chance both to see
and experience - as Learners - a technique which they can use
with their own Learners and a chance to feel the experience of
not being able to read. The Language Experience Activity
(LEA) is an excellent whole language technique for teaching
reading to beginning readers, but variations of LEA can be used
with learners at any level. We want the participants to be
familiar with this technique and to get some ideas about the
various ways it can be adapted for use with different learners’
styles. However, if the Language Experience story which the
group dictates to the trainer is then translated into the code
provided in this guide, the participants will get their first real
experience in trying to read without any knowledge of the code’s
alphabet. This gives them an understanding of the difficulties
faced by beginning learners and also of the advantages to using
a technique like LEA which uses the learner’s own words and
story as text for reading. We want participants to come away
with an appreciation for the difficulties involved in learning to
read and with an understanding of this technique as a way to
help the learner deal with those difficulties in a meaningful way.
The Language Experience Activity can also be demonstrated
using English letters (rather than the code), but the code
provides a more realistic example of what learners really
experience when they do this kind of activity with a tutor. We
therefore highly recommend the use of the code for
demonstrating the LEA technique with the participants.
Day 1
Session 7: Language Experience Activity (Technique)
Time: 30 min.
[Vlaterials • Newsprint and markers
• Summary Sheet: "Language Experience Activity"'
Objectives: Participants will...
• become familiar with the Language Experience Activity
(LEA)
• experience a simulation of how it feels to be illiterate (if
using the "fake alphabet" option)
• demonstrate their knowledge of LEA
Activity 1 - Eliciting and Using the Language Experience Activity (15 min.)
Step 1 Ask the group to pretend that they are learners for this activity.
Explain that you will ask the participants to tell you something
that happened recently while you vvrite it down. Ask
participants to generate a 3-4 sentence story, talcing sentences
from different people. Write down their story in English. Use
the exact words dictated to you. Write in large, clear letters
with plenty of space between the lines.
Step 2 Call for a break. While they are breaking, write their story in
code (fake alphabet) on newsprint. Write some of the main
words (in code) on index cards. The code is listed below, with
an example:
133
Optional
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
Step 9
If you are not going to use the fake alphabet, continue on
without a break, using the language experience story they have
given you in English. Take a minute or two to write down some
of the main words in English on blank index cards.
When break ends, begin the demonstration again by explaining
to the participants that they are all going to read this story, but
that you will read it alone once. After reading, ask the
participants to verify that this is exactly the way they dictated
the story to you. Read the story again, pointing to each word as
you read.
Ask the group to read along with you. Read through two times
all together, then let the group read through it alone. Ask for a
volunteer to come up and point to each word as the whole
group reads.
Then, show isolated words on the word cards and ask them if
they recognize the words written there. Read the story once
more, pointing out words as you read and emphasizing those
words which the participants had difficulty reading.
Ask participants to select some other words that are important
to them. Write these words on index cards as participants say
them (in code, or in English, if using Option 2).
Have the participants practice saying these words, and point out
differences and similarities between the way the words look
(ones that are longer or shorter; compound words; words with
many similar letters, etc.).
Ask participants to write these words in their notebook as part
of their "word bank.". End of demonstration.
Review each step in the Languag-' Experience Activity with the
134
participants and emphasize that, when doing an LEA, tutors
should:
‘ focus on meaning, not on individual words.
use an assisted reading method where the tutor reads with
the learner until the learner is comfortable reading on his/her
own.
refrain from dwelling on errors or stopping the learner as
long as the reading makes sense to the learner. •
* select for word recognition those words that are important to
the learner.
• give positive reinforcement each step of the way.
Activity 2 - Pairs Practice (10 min.)
Step 1
Step 2
Step 3
Have participants break into pairs to practice LEA using the
English alphabet. Explain that one person should play the tutor
and the other should play the learner. The tutor should get the
learner to generate a short story. The tutor writes the story in
English exactly as the learner dictates it.
Tutor and learner should then continue through the steps of the
LEA as mentioned in Activity 1 (reading, pointing to each word,
picking out main words, re-reading, etc.).
Observe and offer suggestions.
Step 4 After 10 minutes or so, reconvene the whole group. Ask
participants to help list the advantages of using this activity in a
tutoring session. Some possible advantages of LEA are that it:
• uses the learner’s own language.
uses a story with which the learner is familiar,
allows the learner to be highly successful,
puts the learner in control of the materials.
uses inexpensive materials (paper, pen, scrap paper or index
cards).
• is good for a first meeting.
allows the tutor to get to know S(?mething about the learner.
135
Step 5
Step 6
- helps the tutor to determine the learner’s knowledge of a
speech to-print match (how well they recognize the words in
print that they have said).
Ask participants to brainstorm other ways to use this activity in
tutoring sessions (e.g. with song lyrics, poems, lists, or a picture
to initiate a discussion and then a learner’s dictation, etc.)
Conclude session by asking for comments or concerns about
using this activity as a first lesson with learners. Hand out
Summary Sheet.
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Summary Sheet:
Language Experience Activity
Step I Begin a discussion about a topic of interest to the learner.
Explain that you would like the learner to tell you a story - 3-4
sentences - about that topic. You will vyrite it down as they say
it. Write down his/her story in English. As you write, say the
words. Use the exact words dictated to you. Write in large,
clear letters with plenty of space between the lines.
Step 2 Once written, read the story out loud to the learner, pointing to
each word as you say it. After reading, ask the learner to verify
that this is exactly the way s/he dictated the story to you. Read
the story again, pointing to each word as you read.
Step 3 Ask the learner to read along with you. Read through two
times together, then let the learner read through it alone.
Step 4 Ask the learner to select some words that are important to
him/her. Write these words on blank cards as the learner says
them.
Step 5 Have the learner practice saying these words, and point out
differences and similarities between the way the words look
(ones that are longer or shorter; compound words; words with
many similar letters, etc.).
Step 6 Ask the learner to write these words in his/her notebook as part
of a "word bank."
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Introduction to Session 8: Journal Writing Experience
Journal writing is a valuable tool in literacy programs for Deaf adult
learners. Through this brief exercise the participants will experience
journal writing, and the corresponding feelings associated with sharing
that writing with other adults. The trainers may wish to have the
participants keep a journal throughout the training as one of the activities.
Many adult Deaf learners have not had positive or successful experiences
with writing. Therefore, the use of this technique must be carefully
evaluated in terms of the individual learner's readiness. It can be a good
way, when used properly with a lot of positive input, to encourage the
learner to write more and improve his/her writing skills. Always keep in
mind that the journal is intended as a place to write ideas and feelings.
Tutors should focus on the content of the writing, not the grammar,
spelling, or mechanics.
141
Day 1
Session 8: Journal Writing Experience
Time: 15 min.
Materials Notebooks (provided by individual participants)
Handout: Journal Writing
Objectives: Participants Will...
Experience personal journal writing
Experience sharing their journal writing with others
Understand the various forms of journal writing
Activity 1: Journal Writing Experience (15 min.)
Step 1
Ask participants to spend several minutes writing in their
own personal journal notebooks. The trainer can select a
topic or leave it to the individual participants as to what
they would like to write about.
Step 2 Divide the participants into groups of twos. Each participant
is to swap their journal with their partner, then read and
comment on each other's journals.
Step 3 Facilitate a discussion about journal writing. Ask
participants how it felt to share their journal. Discuss the
experience of many Deaf adult learners with writing, and
with learning English. Discuss the impact of having your
writing corrected by another person. (Learners' journals are
never corrected by tutors)
142
lournal Writing
Aside from ‘guiding’ learners through the various stages of the
writing process, a tutor can also help a learner with writing by helping to
lessen wnting apprehension — a feeling that many adult learners have
about wnting. One method often used to lessen writing apprehension is
to ask learners to write about themselves, what they know, or what they
have experienced. Such writing should be informal without attention to
rules of correcmess. A good activity that stresses attention to ideas rather
than the form they take is journal writing. There are many types of
journals and many definitions of journal writing. One view is that journal
wnting is a type of ‘reflective writing’ in which a writer focuses on
thoughts, feelings, or actions and writes about them in first person
narrative form. The two types of journal that seems to work well with
adult literacy learners are dialogue journals and learning log journals.
Unlike other types of writing which stress correctness in grammar,
spelling, and punctuation, the importance of journal writing lies in the
expression of ideas and views, not the form in which they are written.
Thus, grammar, spelling, and mechanics take a secondary seat in journal
writing (e.g., tutors never make corrections in a learner’s journal).
Dialogue Journal Writing
A dialogue journal is similar to on-going written conversations or
letters. Like a letter, a journal entry written about a panicular topic is
responded to in writing by another person (usually, but not always, the
tutor). The topics can be varied, and ‘dialoguing’ can be used at any time
during a lesson. It is best done on a regular basis and helps the learner
and tutor get to know each other better, as well as providing a meaningful
context for a writing activity. It tends to be more effective at the begin-
ning and ending of a session as ways to ‘check-in’ or ‘put closure’ o^n a
lesson. For example, each day when the learner arrives, you might ask
her to write for 5 or 10 minutes about anything she wants. You may elect
to write as well. After writing, you can respond to the content of the
writing by writing comments directly following the learner’s entry in the
journal. The learner reads your comments and can respond immediately
or wait until the next session. Another variation if you both write simul-
taneously (and if the learner is more advanced) is to exchange journals
and comment at the same time on one anotheri s written ideas or feelings.
Be sure to mention to the learner that what she writes will be confidential
and that only you will read it Again, remember that your comments
should not be editorial in nature. You should respond to what the learner
has said in writing, not to the way she says it A journal is a place for the
learner to feel comfortable writing anything in any way, without having
to worry about “mistakes”.
143
3EST COPY AVAILABLE
Learning Log Journals
In a learning log journal, people write their thoughts, ideas, feelings,
speculations, questions, etc. about some aspect of the content under
study. However, the journal is not a class notebook in which one writes
facts and ideas that the teacher says; instead, the journal is a place to
record one’s own ideas and feelings about the content.
Learning log journal writing is a useful strategy for literacy learners
at aU levels. It incorporates both writing and reading strategies. Some-
times you can build lessons based on what learners write and share in
their journals. Tutors can use learning log journals as a way to get
learners to recall what they know about a topic before a particular
reading or to express their views on a topic after a reading. In both cases,
asking open-ended questions such as “what do you know about
” or “what did you like about ” are necessary for
giving the learners latitude in writing. For example, before a reading on
‘sheUfish,’ ask learners to write for 5 minutes giving them the following
prompt: “What do you know about shellfish?” Or in reference to a
reading on prejudice, you might ask: “What does the word ‘prejudice’
mean to you?”
Such writing not only prepares learners for a reading, but enables
them to see they already know something about the topic and that such
knowledge may help them to better understand what is written in a given
text.
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144
Introduction to Session 9: Process-Oriented Writing
In this session, participants are introduced to a model of writing
instruction called "process-oriented writing" or "process writing",
for short. This model is useful because it focuses on the creative
aspects of composing rather than on grammar and punctuation.
We want participants to break away from the idea, based
perhaps on their own educational experiences, that teaching
writing means teaching correct grammar and spelling. We also
want to give the participants some. practice in responding
sensitively and constructively to their learners’ writings based
first on the content rather than on the form of what is written.
We hope that through understanding and using the
process-oriented writing model, tutors will be able to help
learners focus first on writing for communication, and then on
the mechanics of grammar, punctuation and spelling. In this
way, tutors can assist learners to write for meaning, just as they
read for meaning. We also want the participants to understand
the connection between reading and writing, so that they will
give equal emphasis to both in their tutoring sessions.
Day 1
Session 9: Process Oriented Writing
Time: 50 min.
Materials Newsprint and markers
Newsprint pre-written "Stages of the Writing Process"
Newsprint pre-written "Responding to First Draft
Writing"
Writing Samples
Objectives; Participants will...
Develop an understanding of the writing process
Be sensitized to and understand the Deaf adult learners'
apphiehension about writing
Develop strategies for working with Deaf adult learners'
writing skills
Activity 1; Introduction to Process-Oriented Writing (20 min.)
Step 1 Introduce session with the following two questions:
What kind of writing do you think your learner might
want to work on? (e.g. filling out forms, writing official
letters and memos, creative/personal writing)
Note; The tutor may want to take the initiative and
encourage the learner to start working on writing since
learners, like many other adults, may have difficulty
with this.
How did you learn to write in school? (e.g. assignments,
corrections, often in red ink, focusing on grammar and
spelling, sentence diagramming)
Step 2
Step 3
Step 4
Ask participants to work in pairs and take 2-3 minutes to discuss
which aspect of writing is the most challenging for them. Allow a
few more minutes for them to share highlights from their paired
discussion with the whole group.
Explain current view of writing as more focused on process and
meaning than on grammar and spelling. For hearing people, an
analogy can be made that just as pronouncing a word correctly
when reading is not what reading is all about, so too is spelling
correctly not what writing is all about If reading is getting
meaning from text, then writing is giving or conveying meaning
in text. Explain that this session will examine what
process-oriented writing is.
Review stages of the writing process on newsprint as shown
below;
Stages of the Writing Process
rehearsing revising editing
drafting
For your own background information, here is what each of
those stages is meant to imply. Read this section ahead of time
so you are able to summarize as you point to each stage on the
newsprint. Be sure to refer back to participants’ comments
about their own writing whenever ['•o.ssible.
• Before a person begins to write, s/he spends a certain amount
of time thinking and "percolating" ideas for writing. This time
can be spent trying out a topic, discussing it with others or
gaining insight for the preliminary direction the writing will
take. This is the rehearsing stage.
“ During the drafting stage, one begins to write out some of
those thoughts. Sometimes the thoughts follow a previous
plan for writing; at other times the written thoughts follow a
new plan. In any case, a first draft should only be considered
as preliminary writing which will nearly always need some
revision.
• During the revising stage, the writer goes through a process
of reviewing or re-seeing what is written. A writer revises to
clarify meaning or to better express what s/he’s trying to say.
Revising may necessitate moving paragraphs and sentences or
reworking ideas that need more explanation. Sometimes a
piece of writing may need a new beginning or ending or some
major reorganization.
• During the editing stage, the writer gives attention to surface
level features such as spelling errors or writing mechanics.
While experienced writers often edit as they write, beginning
writers often allow themselves to get bogged down with
editing in the earlier writing stages which diminishes their
ability to compose effectively. Thus editing should be the
final stage of writing for literacy learners.
Explain that these are stages that all writers proceed through as
they compose. However, different writers spend varying
amounts of time at each of these stages and many go back and
forth between stages progressing in a non-linear fashion. Ask
for a few participants to share with the group how they typically
move through the four stages when they compose.
Explain that you want to shift from looking at the stages of the
writing process to looking at how ii.ifors might be able to help
their learners at each stage. Be prepared to contribute ideas
from those highlighted below if they haven’t been mentioned by
the group. Ask participants how they might assist a learner:
“ during the rehearsing stage - this could include helping the
learner to make a list of topics and/or choose a topic;
discussing why a given topic is interesting to the learner;
• during the drafting stage - this could include encouraging the
learner to focus on getting her/his ideas down on paper;
encouraging learner to guess at spelling for words s/he’s
uncertain about (invented spelling) or leave blanks for those
(parts of) words learner can’t spell;
Note: Invented spelling can convey meaning when read in
context. Invented spelling doesn’t stay as is; with time and
effective instruction, it is gradually replaced by standard
spelling.
• during the revising stage - this could include having the
learner read over what s/he has written and check it for
meaning; asking learner if the writing says what s/he wants it
to; offering comments and asking questions to help learner
clarify vague or misleading points (explain that there will be
more about this in a couple of minutes);
• during the editing stage - this could include focusing on only
one or two surface level features for the piece of writing in
question (trying to fix everything could be overwhelming for
the learner); editing refers to writing mechanics such as
spelling, capitalization, punctuation, verb tenses, subject-verb
agreement, etc.
Activity 2 - Responding to First Draft Writing (30 min)
Step 1 Explain that one of the most effc' tive areas where tutors can
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140
help learners with composing a piece of writing is in the
transition from drafting to revising, a critical and often
challenging point in the process,
newsprint as shown below:
Review suggestions on
How to Respond to First Draft Writing
Step 2
“ listen to what the learner is saying in writing
• restate what you think the writer has said
• ask questions to help clarify
• discuss the topic to help focus thinking
• suggest areas for possible revision
Hand out Learner A’s Writing Sample to whole group. Ask
them to take a few minutes to read it over and think about the
strengths and weaknesses of the piece. Remind participants to
comment on the piece in relation to revising a draft version (the
composition) and not in relation to editing (grammar, spelling,
etc.) Elicit participants’ ideas. Some possibilities include:
Strengths:
Weaknesses:
Then ask participants what specific questions they might ask or
comments they might make in order to help the learner clarify
the writing piece. Some possibilities include:
Questions/
Comments:
Step 3 Hand out Learner B’s Writing Sample to participants. Have
them work in pairs for ten minutes to analyze the piece in the
same manner as with Learner A. You may want to have the
following on newsprint for the participants’ easy reference:
Analyze Writing Sample by Identifying:
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IDO
• strength(s) of the piece
• weakness(es) of the piece
• comments/questions that could help clarify
After ten minutes, bring whole group back together. Ask them
to report on what they discussed. Some examples of what
participants might suggest are:
Strengths:
Weaknesses:
Questions/
Comments:
Activity 3 - Summary (5 min)
Step 1: Ask participants if they have any questions or comments about
process-oriented writing. Reiterate important points as follows:
• For many people, it is quite difficult to put thoughts into
words on paper; composing is a demanding and complex
thinking activity;
• Focusing on errors and making corrections will impede rather
than enhance a learner’s progress in writing; as one example,
strategies for approximating spelling are better than having
the learner struggle with spelling while composing;
• It is important to give learners encouragement and guidance
as they write;
• Every time learners write and read back their writing, they
are practicing reading as well as writing.
Step 2:
Hand out "Writing Instruction" and "Comparing Approaches to
Reading and Writing Instruction" Summary Sheets.
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152
Summary Sheet
Writing Instruction
Stages of the Writing process:
Rehearsing
Revising
Editing
Drafting
How to Respond to First Draft Writing:
Listen to what the learner is saying in writing.
Restate what you think the writer has said.
Ask questions to help clarify.
Discuss the topic to help focus thinking.
Suggest areas for possible revision.
Analyzing a Piece of Writing:
What is the strength of the piece?
What is one weakness of the piece?
What questions would you ask or what comments would you
make to help the writer revise this piece?
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Summary Sheet:
Comparing Approaches to Reading and Writing Instruction
Approaches to Reading Instruction
• Use what the learner wants to read.
• Start where the learner is (i.e., build on strengths).
• Use materials that have meaning (ex: LEA).
• Use learner’s experiences when devising lessons.
• Use a variety of techniques.
Approaches to Process-Oriented Writing Instruction
• Learners decide the topics and forms of writing they want to
use.
• Learners are encouraged to write what they know about.
• Learners are given a variety of techniques for getting started.
• Learners are "coached" or guided through the various stages
of the writing process.
• Spelling is de-emphasized until later stages of writing.
Connections Between Reading and Writing
• Reading and writing reinforce each other.
Meanins; is crucial in both.
o
Learners need to see themselves as readers and writers.
Using predictions is important in both reading and writing.
Strategies for Learners to Deal With Spelling While Composing
• Spell as much of the word as you can
• "Invent" your own spelling of the word
• Leave blanks (use dashes) for unknown parts of the word
Helping the Learner Through the Stages of Writing
• For Rehearsing: Help learners to choose a topic. This may
include discussing what is interesting to them and making a
list of topics as the learners speak.
• For Drafting: Encourage learners to focus on ideas during
drafting. Encourage them to guess at the spelling of words
they are uncertain about or leave blanks for those words.
• For Revising: Have the learner read the writing aloud in
order for the learner to "hear" what she wrote. Ask the
learner if the writing says what she wants it to. Offer
comments and ask questions to help the learner clarify vague
or misleading points.
• For Editing: Rather than trying to clean up" the entire piece,
try to focus on one or two surface level features. For
example, you may focus on spelling, capitalization,
punctuation, verb tenses, subject-verb agreement, etc. Do
not, however, try to fix everything; it will be too
overwhelming for the learner.
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Learner A
Writing Sample
Sarah and I went to the mall and look vary of bicycle. She will like to
pick different bicycle. We look for good tag prices but STILL more
expensive price. So told her why not to look other stores to get good price
for her bicycle. Later Sarah and I STILL hungry, because we walked on
way. That’s why the mall’s big, anyway They look for good eating, and
found place of eating. Later we are Satisfy with Foods. Then we still look
bicycle store on somewhere. Later, found the bicycle store and look for
good tag price. So already got it. Then bong bicycle inside her car’s trunk,
we knew more fun and good time.
Learner B
Writing Sample
I just last weekend March 5 on Sat my mother and md’went to meeting. My
Old friend Two Deaf to Bayside Center auto show I and my Old friend walk
I saw around Auto show different kind car and Big foot Pick up I and Old
friend Meeting Real soap star Famous From General Hospital man name
Kurt sign for her name Rachel G Picture him soap star 1 saw at Pretty
Women Shape From Budwiser Three Women I ask your name Three
women say Patti and Melissa and Karen ask ’me say my name Paul Women
say OH OH Nice Me I say welcome to women I enjoy Good Time Bayside
Center expo + Leave with my mother arrive to home.
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GUIDELINES TO V^TITING OR REV^TITING
MiTERIALS FOR DE."5 STUDENTS,
WITH SPECIAL EM?H.\SIS ON SYNTAX
Betty Rosenbioom
The Model Secondary School for the Deaf'
Gallaudet College
Washington, D.C., 20002
/
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ACKNOWLEDGMENTS
Tne author wishes to thank the many individuals who assisted in this
project. Special appreciation goes to James Kearney who carefully
edited the manuscript for publication.
DEVELOPMENTAL PRODUCTS
Copyright © 1979 The 1-iodel Secondary School for the Deaf, Gallaudet College
Washington, D. C.
All rights reserved.
This Developmental Product is a working blueprint or draft of materials that is
cu'-rently being developed at the MSSD by teachers, instructional designers,
evaluation and media specialises. It is subject to revision based on e’/aluation
results .
Schools or programs for the hearing impaired may reproduce this material foi
their own educatiotial purposes witneut written or otner aut.no. tta .^cn . .o
nbcain additional copies, write: OUT?.£.tCE, Box 114, Pre-Coitege Programs,
Gallaudet College, Washington,
D. C. 20002.
This publication was sponsored by th.e Model iecendary Senool tor tne Deat^^vh_cn
is authorized and funded by the U.S* Department or Healtn, zcucation amc «eltare
through Public Law 39-694. Contractors -under taking such projects -under govern-
ment sponsorship are encouraged to express freely their professional judgment
in the conduct of the project.
Points of vie-w or opinions stated do not, tneretore, necessarily represen.
official U.S. Department of Health, Education and Welfare position or policy.
Gallaudet College is an equal opportunity employer. The College admits students
of any sex, age, religion, race, color, national and ethnic origin to all the
rights, privileges, programs and activities generally accorded or made available
to all students who qualify for admission to' the College. It does not discrimi-
nate on the basis of sex, age, religion, race, color, national and ethnic origin
In administration of its educational policies, admission policies, scholarship
and loan programs, amd athletic and other school-administered programs -
Programs and ser/ices offered by “ ' ' ' ’ "
Gallaudet College receive substantial financia-
suinport from, the Department of Health, Education and Veltare.
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153
PREFACE
T.e purpose of this
to be read by 4-^ before buying
difficulty of textbooxs and Oubea pr.nc-- co_
or using theni with students.
The manual begins with a abUitre^^fh^rif'''
which are within the range o ea problems deaf students have-
^itriy^tax.^'cIbiirrT'-i r«ris‘5ts2u:red°" ?^eTai!;"e”l"'o'f
“J;^i"aniarj:n°cU:s”ur: :ra^M:f o^sSr/e^ed procedures for writing
or rev,Titing materials.
users of this manual /^J:n'"Jpr=ndlo=rrL,d'’rSon^
more often than to the main o y ° ^ ^ ^ax which are difficult for
detailed inforrnation abo^^ d^rc^ibes ten areafof syntactical const^ction
t;S;s-dorsr:eg J^-es. etco^and --“^^^^-.-ra^elnt^S^n^rra^red by
nra^'of dimSfty!"-Tht?rare four suggested levels of difficulty and more
than 30 constructions are listed.
Appendix C is a sample of the ar.alysis and rewriting of a short passage.
» ^ manual beiore attenrp'.ing
Users of the manual are urg-C '■o s-w y ^-^is area of education
to apply ar.y part of it^ to t^at the manual as if it were a kind
of the deaf I!-, o. There is as much art as there
of cookoooK with expli-w.w
is science in -writing for dear stu.en.s.
- nof to overwhelm tne reacer
A major concern in preparation or t..* iw ‘ ‘ ^ be used bv
..cv,.^c.al gram-matical terms. It is hopec _ vg-
w.u... -,c. w. 1 g natter areas and not by cngiisn ueau.ie.s ^i-on.. *e..
teachers in all sub;.c. na.wc* a ^ „-p.e,.-,»d- ii-* it had not, then the
some knowledge or teminoiogy had = CnW tine and use
-anual would have gro^wn into a textoook on 6-
will tell whether or not a suitaole compromise was ^-ach.-.
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ICO
TABLE OF CONTENTS
Introduction
Students' Reading Ability Level
Reading Level of Material . .
Syntax
Vocabulary
Idioms
Rewriting vs. Writing
A Suggested Procedure
Appendix A: Probable Levels of Difticulty
of Syntactic Structures
Questions
Conjunction
Negation . . . .
Pronouns . . . .
Reflexives . . .
Relative Clauses
Complements
Adverbials
PAGE
1
1
2
2
3
3
4
3
6
7
9
10
1 1
12
13
1 -
Appendix B; Suggested Stru
of Reading Difficulty
Level 1
Level 2
Level 3
Level 4
tures For Four Levels
17
17
1 7
IS
IS
Appendix C: An Example of Rewriting a Paragraph
at Different Syntactic Levels
Level 4 to Level 3
Level 3 to Level 2
Level 2 to Level 1
References
20
. 21
22
23
.......... 24
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161
1
f Tntroduction
Providing suitable reading material ail able textbooks are of
Uucators of the deaf. ' Sless of ^he subj ect, the reading
little or no use to^ dear " f f • ^ult and is a barrier between the
matter in these booxs is usua y necessary, therefore, either to wTite
.He un.a.e . ..isun,
texts.
Material for deaf s?udentrit^n'intendtdior“‘'sor,e-
appropriate to the reading must be reduced to short, simple sentences
tlLs writers assume H*'"' nor is it always advisable,
and. Simple vocabulary. This ^ amount of information and are fairly
Very simple sentences convey a li foj. ^^em may be written in more
certain to bore high sentences and more difficult vocabulary.
?ffs^irs\^hrlddrd^adri;t:r^^^^^^^^^ the better readers an opportunity to
strengthen reading skills.
The logical way to go about ^^J^a^^level^ ^h-hen the'^students in
":^::?L"atfdLf:\"e::r^.Hrn»L::;tf:f tb= tas-. is ouch .roarer.
Student's Reading Ability L ev^
u is ve- difficult to determine the reading ability level of deaf students.
It is V - e-d-t; hav“ been poor indicators.
Standardizea reading tes-s nav, o--.i f
, ..ar'^^-s ha'- ^ound discrepancies between their students'
For years, classroom ^_.-c..-- « ^ ability of their students to reau
readir. zrtde ' U T« accuracy c£ these classroom observa-
material on indicated g^au. -y-* v studies,
tions is borne out by at least two research stud-
’ r 5 ion of hssring
Hoorss CI976), usin? the close scores cn"the 'siansord Achieve-
a„d deaf ssud^.cs w.ho had be n couhserparcs^oh the
ment T-ests. The asa- su rWa- S*an“ord scores were inriat-e.. ~o^
dote test, and Moores ccncludec tha. S^an.o.-
deaf subjects . ■
, , e,r Vnowled<^e of correctness of grammaticaiity
O'Neill (1573) developed a Students having a mean grade equivalent
which she administered to a Si’oy. ' subtests She then gave the same test
of 3.3 on the Stanford Paragrapn M-anin^ equivalent of 2.6 on the same
to a grouo of hearing students ^ 2 .s far suoerior to <he deaf subjects ,
subtest. 'The hearing subjects' perrormance was far^s
even though 32 parent °f ^ support Mare's conclusion that read-
hearing subjects. The O'Neill data /^g^ure for deaf students,
ing grade equivalent scores provide an .p.da.ea m
j ♦ Trie'll for Cb-ild Bc^Hs-vior
Th- T»t of SyittActic Abilities CT^) ±lVt dell of infonatioi.
a- phe Univerdty of II lino is can be '^sed^toj^^- ccrmreher.d a r.’umber of syntactic
ab^i'ty of an indivi cua .1 cea_ s» 5 as the'.' t 3 ret!are
a_w... . • - — .---•r.-e e'-otil'’ b* invaluade uo — a.' — -s as . . .
strucrures. This iniorma'-d.on s.i - - ^ •-.» -
material fer their students to^reac T '
net attempt to relate its reruita uo gra^ >
2wiu5.3i“ »
r-. *-e» here that t.ne coea
(it snoui-.
1G2
Reading Level of Material
Dea-* students have very special problems with s>-ntax. They lag far behind _
their hearing peers i 7 the acquisition of the syntactic structures or nnglisn.
Teen-aged deaf students often cannot understand structures which are ^
u^dersiood by much younger hearing children. Most readability measures depend
upl sentence length to determine the complexity of IJ'the "
Sentenc-” length is not a sensitive enough indicator of complexity if the
sentences are to be read by deaf students. A very short sentence may contain
sevrral difficult structures, making it almost incomprehensible to students who
do not know these structures.
Deaf students also have a great deal of trouble wi
usage. Although most readability formulas contain
difficulty, they do not take idioms into account.
th vocabulary and idiomatic
some measure of vocabulary
SvTstax, vocabular>'
preparing material
and idioms are three problem
for deaf students.
areas
to be considered when
Syntax
d-af stud--nts are asked to read sentences containing structures they cannot
;;.derstand, they may ( 1 ) simply become confused and get no_mear.ing trom whe
sentence, or ( 2 ) find a meaning tnat was other ^nan
ronsir^,!- ‘hr. sentence, "The boy with my sister has red h^^r. isnen ask.d v,.o
i.,ons.v.w. w.i, sister." an answer wnich
has red hair, the deaf student will often answer,
:er
* ' . _ • ••n— ''w nr rh.r» s-n'ence. Deat students
Tipko"; sens** only it one reaos tP.e lo.Sw .rO*v.i o* un- . .
max-s sens.. oniY x- u.. ^ VP‘b Ob', e-n ord®" ar.d seem to be reading this
apoarentiy impose a surrace :sucj ec w v e. b-00 , e. . or_. .
sentence as, "The boy with mv sister has rec jian^.
Awnother example of this kind of misinterpretation
sentences like "The car was hit by the ous." rmen asxea w.au w.. -7
students will often respond, "the bus". Tney apparently read whe sent^nc. as
’'The car was hit by the bus .**
Tn»r- are many other syntactic structures that deaf students rind difricul-t. In
AP^ndix A th7e structures are briefly explained ana eacn structure is assignee
r ^ 1 n- H^fficultv The levels are based, wnenever possible,
on ?he findings of 1 si^year language study by Quigley, Wilbur, Power, ^Montane Hi,
and Steinkamp C1976) . The study's data show the orders °^.7i7t7l8
aajor syntactic structures of English for deaf students ag_d 10 to 18.
For convenience, in Appendix 3 these same structures are- grouped according to
Levels 1 to 4.
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163
Vocabulary
lu is difficult to give Clear guidelines for the selection
for deaf students, Voca ui y „orm^do^exrst,^buJ^a^ no. «ry^ ^
any particular group of ^11 vary from student to student and from
limited vocabulary but th b 1 y ^ ^ of group experiences
school to school. Vocabulary olav a very large role in the vocabu-
at school. Cur-^cula^vary from school to school, however,
lary developnent or dear students. Lur*-c /
and cannot provide a generalised word list.
Choice of vocabulary .depends on the way woLs'sirt
ceant for a social studies Normally
?L^lfsf^'wlSrS^iiffic 5 Tr^^
that the teacher will have introduced them previously in class.
i' 5":eub:«i:i?^'Se::Shourd'rusterit'Srb;gfn"^^^^
tL'T.itlr shiild introduce and explain then. Illustrations can also help to
explain new vocabulary.
An occasional word may ^Wo-4°reo°esent ing Ib^tr^t Concepts, however,
defined as re_d. or troi^ as a ;":bl^ and develoo are examoles
should not be defined in a tootnote. Lo^,
of words that must be taught in some otner Wci> . tnes. con.-?v.s
a brief footnote.
• . I -cs tha- students know the English equivalent of their sign
It IS a misuaxe .o assume th - r-n=^ers?ell the English words that represent
vocabulary, tnat is, can r-a-, rhe’r signs. Although some students may
the sa.me concepts that are represented b> the.r
indeed know the English equivalents tor a. 1. he s jns bUause' he or she has
teacher cannot select a word for anclusicr. in a te„. S-,../ o-.a-.e
seen the stuasnts si^n it.
Idioms
Moc. dea^ students are unfami.liar with idioms and ca.n be totally
.Anhdiomhhanges the lexical meaning of of4L^4dividuh words but,
deciphered by a <ieaf v t idioms should, therefore, be avoided,
who is unaware or tne idiOwaw-- wwe^.ii>.r,. ■
ur.less the teacher is explicitly teacning an idiom.
.. c\/ the to r^co^niis 3.S idioms, otners s.^e not. ..aKks.1
Some laioms are easy .lO.^ the ell of wb^ch are unknowTi to most
ra^njdlUr^ S::: ^‘io^:r"aJe'2::rtLdtr:hn”rd:r tl helpwnters to be alert
for them.
These ar
‘ZH-ls caiie- "two-werd verbs” or "double verbs,
■■worn OU-U-, 'get up.” i.iese a.e particles which through combinati
Streng (1S72) provices a m-1?w-1 1- - " ax --iioms The rarticles listed sy
change their separate is^-cal meanings aus- ----^^ ..Lrr, ..
tongs'
"work out".
er|c
:er.5 are:
T 9 «• »» \ ^
TT -2 ...
5Ut
eve:
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164
4
The verbs listed by Streng are:
beat
come
hand
pass
blow
count
hang
pay
break
cut
head
pick
bring
dig
help
point
bum
dry
hold
pull
carry
fill
let
roll
catch
finish
line
rub
check
get
look
run
clean
give
make
saw
The same verb may be used with more than
"cut out," "cut up."
set
tie
shake
turn
shut
use
stick
warm
strike
wipe
take
write
talk
tear
throw
one particle, as "cut dov,7i," "cut off,"
This particular type of idiom occurs frequently in English and can easily be over-
looked by persons writing for deaf students. Material should be^carerully checked
to see that it does not contain idiomatic verbs which may be confusing.
Phraseological idioms are longer than lexemic idioms. They do _not_ correlate with
parts of soeech. E^mples of this type of idiom are "to fly off the handle and
"to be up the creek." ‘These idioms are very easy to recognize and should be easy
for the writer to avoid.
A third class of
"People who live
chickens before
)f these idioms
idioms consists
in glass houses
they're hatched."
unless, of course
of sentence idioms, usually acages or proverbs:
shouldn't throw stones." "Don't count your
Anyone writing for the deaf should not use any
the proverb is to be taught during the lesson.
Idioms shoul
They should
material is
be included.
d be avoided in any ma
be avoided in material
for group instruction,
The teacher can intr
zerial
that
say a
oduce
that is to be read for information only,
students will read independently. If the
reading class, then idioms can (and should)
and explain the idioms before the story is
re ac .
Re wr it ing vs. V/riting
Tne writer will have to decide whether to rewrite material in order ^to simpliry it
f,- to write completely new material. There are advantages and disacvan^ages to
each method,
^ material has comolete freedom to organize it a.nd pace it
in'“r=a.nner‘that will make it easiest to r'ead. Information in the material can^come
£roa uiore than one source. Sometinies it is easier to write original maueri^ w^-n
to do rewriting. A disadvantage is that the writer may have to spend considerab..
tiae researching and organiiing the material.
One who decides to rewrite existing material has a choice of approaches.
is to go through the material sentence by sentence, rewriting to elimina - * -
structures and vocabulary, and breaking long paragraphs down into shorter^
advantage of using this method is that all of the information of the original
is retained. One disadvantage is that the rewritten material may become vep'Jeng.^.y
ir.g many short sentences will make the text longer, *r.d a. lo.ig -e.... w.i. ...... -----
insecure reader. Another disadvantage is t.nat ^sometimes it will oe -_possio.- -o
find sicroier structures lo ccrvey tne s cne mesrin^.
O econd way to revrit
ERIC
is to select only the highlignts of th«
165
origCuS.1 raceria-i >
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s
'.Uni-atini less important parts. Then the highlights pay be revised. Often
tiu wfu be th! be?t method Whether to use this method will depend upon
SjLtives and the amount of the original information that must be conveyed.
A third nethod is
from these notes,
material, except
to sumnarize all of the information in notes
This is actually almost the same as vriting
that the content is already provided.
and rewrite
original
Appendix C contains a sample of the process
a variety of difficult syntactic structures,
at successively lower levels.
of rewriting a paragraph containing
The paragraph has oeen rewTitten
A Suggested Procedure
When approaching the task of adapting reading materials
reader, this procedure may be found practical.
for a specific kind of
1 .
2 .
3 .
Check Appendix B to estimate the level of the particular
audience*' s syntactic abilities.
Examine the instructional
writing original material
practical .
obj actives to decide vvhether
or rewriting would be more
Write or rewrite at an appropriate level of syntax difri
culty, using Appendix 3 as a guide.
4 .
Check material
needed. Here,
sense w’ill have
for vocabulary and idioms, and
exoerience with deat studeri'-.s
to ser^/e as guides.
change as
and conimon
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16 G
APPENTIIX A
PROBABLE LEVELS OF DIFFICULTY OF SYNTACTIC STRUCTURES
The ordering of structures in this appendix is based, whenever possible, on the
findings reported by Quigley, Wilbur, Power, Montanelli, and Steinkarap (1976).
New data have been gathered since this writing and are being analyzed. When
available, the reports of the analysis will be used to refine these guidelines.
It should be noted that the four "levels" do not in any way relate to reading
grade equivalents. They reflect a sequence of development which holds true
for most deaf students.
Level 1 is the easiest level; Level 4 the most difficult. All Level 1 structures
are assumed to be included in Level 2, Level 2 structures. included in Level 3,
and so on. Level 4 includes all of the structures . 1 isted .
The validity of the levels has not been established beyond doubt and the diirer-
ence in difficulty between one level and the next can easily be questioned.
However, the levels will serve as general guides for the writer.
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7
QUESTIONS
Below, each type of ^ ^d'^‘^oSl^' Theorem
t:ro!:;^;o::° re^: -inr^^o^of tre^::.h^^ c|
verb The term "modal " refers to may. mi g nt, c^. c^. v^.
should, and m^. which also are used with tne mam vero.
Probable levels of difficulty
Level 1 (a) Simple WH-questions without do-support or modals
(who. what, where, when, why)
Also, "How many?" questions.
Who is Sylvia?
When is her party?
What is her problem?
Where is the mustard?
Why is Ray here?
How many eggs broke?
(b)
Simple yes/no questions
for an answer — without
- those having yes or iw
do-support .
Is Rosalind here?
Are they your aunts?
Level 2. (a) "How" questions.
How are you doing?
How do you know?
How did you get there?
How do you find a square, root?
(b) WH-questions with do-support or modals.
Who (mj did Sylvia hit?
When may I expect a reply?
What can I say?
Where do you keep the mustard?
(c) Yes/no questions with do-support or modals
Do you like leopards?
May I pet one?
wUl the parade pass by here?
Can we afford it?
(d) Questions
beginning with "How much." and ’..ow -ong.
How much
How Icrn j
How ionj
is
is
d ho s 1 0 so ?
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8
Level 3.
Tag questions -- questions appended to a declarative statement.
She can count, can't she ?
He can't go, c^ 1^?
Level 4.
Embedded questions. The sentence is declarative,
an implied question included.
but there is
Bob wonders whether Cor not) he can call you .
Bob wonders if he can call you .
Bob wonders who wrote the letter .
Bob wonders what you meant .
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169
CONJUNCTION
Conjunction is the joining of two sentences, phrases, or verbs by "and," "but".
and "or."
Probabl e
levels of difficulty
Level 1.
(a) Conjoined sentences. Any simple sentences j
"but," and "or." (Do not let the sentences
Jack stood uo and Jill screamed.
Bob ran but Harry walked.
(b) Conjoined subjects.
Jack and Jill went up the hill.
Harry or Bob will help you.
(c) Conjoined objects.
They fetched a nail and a frog.
Bring me a pen or a pencil.
^^Level 2.
Conjoined verbs, with "and"
He fell down and broke his crown.
Level 3.
Conj oined , verbs , with "but", "or"
Harry caught the ball but dropped it.
The car ran well or did not ran at all,
Level 4, Gapping -- omitting the verb in the second conjoined sentence
when the verb is the same 3»s in the first sentence.
Jack broke his crown and Jill her toe.
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10
NEGATION
Negation includes sentences using no^ or not , or words which have a negative
connotation but not a negative form.
Probable levels of difficulty :
Level 1. (a) Using "not," without modals.
He is not here.
(b) Using "not" with do-support. This means using some form
of the verb ^ (^, does , did) .
He does not ski.
(c) Using "no".
We have no bananas.
(d) Contraction, without modals.
He isn't here.
Level 2. (a) Using "not" with simple modals ( can , will , shall , must)
He will not win.
They must not go.
(h) Same as the preceding, plus contraction. (This probably
makes it more difficult.)
We can't lose this game.
Level 3. (a) Using "not" with more complex modals ( might , could , would
should) .
They might not come,
lhat would not be fair.
(b) Same as the preceding, plus contraction. (This probably
makes it more difficult.)
That wouldn't be fair.
You shouldn't smoke so much.
Level 4. Words which do not have a negative form but which suggest an absence
of something.
Little rain fell. (Suggests that not much rain fell.)
Few eagles sing. (Suggests that not many eagles sing.)
Note- Of course these words can occur without a negative
connotation. For example, "a little hat," "a few dollars."
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11
PRONOUNS
cedent) was happy. He (pronoun) had won the prize.
The xise of three hinds of pronouns will be included here, "n^ey subject,
Sject, and possessive pronouns. Possessive adpectiv_es_ will be treated
pronouns, too.
Reflexive pronouns will be treated separately in the next section and relative
pronouns will be treated in the section on relative clauses.
Here is a list of the pronouns treated :
Singular
Possessive
Adjectives
Subj ect
Pronouns
Obj ect
Pronouns
Possessive
Pronouns
1st Person
2nd Person
3rd Person
I
you
he, she, it
me
you
him, her, it
mine
yours
his, hers, its
Plural
Subject
Pronouns
Obj ect
Pronouns
Possessive
Pronouns
1st Person
2nd Person
3rd Person
we
you
they
US
you
them
ours
yours
theirs
my
your
his, her, its
Possessive
Adj ectives
our
your
their
The major problem students have with pronouns is finding
Siting L lower levels, it is a good idea to repeat an antecedent several
times before using a pronoun. For example;
Cindy picked up her books.
Cindy was very unhappy.
She wanted to cry.
the pronoun and the antecedent by more than one sentence.
Probable levels of difficulty
level 1. All of the pronouns listed above, with the antecedent' appearing before
the pronoun occurs.
John lost his book.
The grass was high. The farmer cut i^ down.
Level 4. Backwards pronominalization -- the antecedent follows the pronoun.
The man who helped ^ annoyed George .
Here, the antecedent (George) occurs later in the sentence than
does its pronoun, "him."
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12 -
REFLEXIVES
Reflexive pronouns are myself , yourself , herself , himself , ourselves, themselves
itself .
Probable level of difficulty
Level 2. All reflexives may be included at this level.
I went to the store myself .
The children felt sorry for themselves .
Margaret gave herself a shampoo.
PASSIVES
There are two "voices" in the English language, the active
sentences are in the active voice; that is, the subject is
An example of active voice is; The boy ate the cake . The
this order, putting the doer of the action after the verb:
the boy .
and the passive. Most
the doer of the action,
passive voice reverses
The cake was eaten by
Probable
levels of difficulty
Level 2.
Non-reversible sentences. These are sentences in which it is hardly
possible to mistakenly reverse the doer and receiver of the action.
The story was written by Len.
The story could not have .written Len. There is not much room for
confusion.
Level 3.
Reversible sentences. These are sentences in which it is possible
to mistakenly reverse the doer and receiver of the action and still
"make sense."
The truck was hit by the bus.
If the student imposes Subject-Verb-Object order andreverses doer
and receiver, the sentence may be read; The truck hit the by_s.
Although erroneous, this event is possible and "makes sense.
Level 4. Agent deleted passive. Here, the doer of the action is not mentioned
The streets were painted green.
•thing is said about who did the painting. This construction looks
iceptively simple, but it is the most difficult of the passives
»r the deaf student to understand. In the above example, the^
iplication is that the streets were painted by some unidentified
•rsonfs). Using an agent deleted passive in a relative clause makes
le sentence even more difficult to understand: The boy who was given
shot caught the measles.
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RELATIVE CLAUSES
A relative clause begins with one of the relative pronouns w^, whj^,
whose or that. (Note, however, that some structures beginning with tt^ are
^ioFVelative clauses but are complements. These are treated in a later section.)
Probable levels of difficulty
Level 2. Relative clauses at the end of a sentence.
I met the couple whom you dislike .
They were the people who gave the party .
Peter is the man whose car was stolen .
Level 3. Relative clauses in the middle of a sentence.
The people who wanted to leave stood up.
The person whom he's discussing is Harry Truman.
The child whose dog was lost began to cry.
Level 4. Deletions.
(a) Sometimes the relative pronoun and forms of the verb ^ are
deleted. This has happened in the following sentences;
The girl (who is) in the doorway is my sister.
The tiger (that was) in the cage had a jeweled collar.
This kind of construction, although it looks very simple, has
been found to confuse a large percentage of deaf students.
(b) The pronoun may be omitted with verbs other than ^ verbs:
The person (whom) he's discussing is Harry Truman,
(c) Relative pronouns may follow prepositions, as in expressions
such as whom and from whom .
The girl to whom he gave a lift stole his wallet.
The man from whom he got the box was his uncle.
These constructions are made even more difficult. when the whom
is dropped and the preposition is moved. For example:
The girl he gave a lift to stole his wallet.
The man he got the box from was his uncle.
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14
COMPLEMENTS
A technically precise definition of ‘c'o4!Se“7ir^ verbs
oi%uisef"tLr“fS:cUoras"L“b":ct or'subiect of the main verb in a sentence.
The underlined words in these examples are complements.
(Object of "like")
Trhp\ai7TtT^ he will be late. (Object of "said )
I like to run.
He hates working . (Object of "hate")
To run is not easy. (Subject of "is") ^
Working never hurt anyone. (Subject of ^hurt )^
That he will be late is no surprise. (Subject of is )
Probable levels of difficulty
Level 2. An infinitive (;^ plus a verb) as an object.
I like to drive .
He wants to eat now.
Level 3. (a) Noun clauses as objects of verb.
Alice thinks that we should go .
Bob said that we could stay .
, 1 j rnn^iis&d with relative clauses beginning with
Note: ^that" c ause is a relative or a complement, ask
two questions might be answered by the clause: "hhat?"
yourself which of these two q m,f.crirm "what'’" A relative answers
"or "WH-h oner' A coj^lement^ans.^ s^^ that we should
go'.'Tswers "Sllaf does Alice think?": Relative- I found the book th at 1 1 ^. .
feswers "Which book did you find?"
(b) Complements at the end of sentences that begin with
It surprised no one that you pl ayed the ghost.
Level 4. (a) Gerunds (the "ing" form of a verb, functioning as a noun).
He loves diving . -
His diving is fantastic.
(b) Infinitives used as subject.
To believe in goblins is foolish.
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175
(c) Noun clauses as subjects.
That you played the ghost surprised no one.
(d) That deleted complements . The that is omitted from a
noun clause.
Alice thinks (that) we should go .
(e) Possessive complements.
I dislike Peter* s spending their money .
He was amazed at the boy's driving the car .
The father's forgiving him was an unexpected development.
ADVERBIALS
Adverbials describe manner, place, degree, cause, condition, time, duration, and
frequency. Adverbials may be words, phrases, or clauses.
The order of difficulty suggested here is based on experience, not research data.
The Quigley group study did not investigate adverbials.
Probable levels of difficulty
Level 1. (a) Adverbs and adverbial nouns of manner, place, degree, time and
frequency.
You must do it quickly , (manner)
She went home. Her car keys are there , (place)
Betty sunburns very quickly. (degree)
I'll think about that tomorrow , (time)
I see her often , (frequency)
(b) Prepositional phrases of place, time, and means.
The game is in Baltimore , (place)
It starts at noon . (Hine)
Ethelred is going by bus , (means)
Level 2. Adverbial clauses at the end of a sentence, except those beginning with
"before" or "after."
Don't laugh when you see my car , (time)
We'll have to wait while 1 warm it up . (duration)
We can't go because' it won't start . (^ca.tise)
Maybe it will start if you try iT T (condition)
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16
Level 3.
(a) Adverbial clauses at the beginning of a sentence.
When Herman crossed the goal line , they cheered, (time)
While I go shopping you could take a nap. (duration)
Because she didn't like it , the whole thing was cancelled, (cause)
If you have the money , you can go. (condition)
(b) Time clauses using "before" and "after" at the beginning or
end of sentences.
We went home after Steve began to argue .
After Steve began to argue , we went home.
We went home before the game was over .
Before the game was over, we went home.
17
APPENDIX B
SUGGESTED STRUCTURES FOR FOUR LEVELS OF READING DIFFICULTY*
Level 1
Questions :
-Simple WH-questions, without do-support
-Simple yes/no questions
-"How many" questions
Conjunction:
-Conjoined sentences
-Conjoined subjects or objects
Negation:
"Not" without modals
-"Not", with do-support
-Simple "no"
-Contractions without modals
Pronouns :
-Subject, object, and possessive pronouns;
All with antecedent before pronoun.
possessive adjectives.
Reflexives: None
Passives: None
Relatives: None
Complements: None
Adverbials :
-Adverbs and adverbial nouns of manner, place, degree, time, and
frequency
-Prepositional phrases of place, time, means
Level 2 (All Level 1 structures, plus the following.)
Questions:
-"How" questions
-Yes/No questions, with do-support or modals
-WH questions, with do-support or modals
-Questions beginning with "How much" or "How long"
Conjunction: ■
-Conjoined verbs, with "and"
Negation:
-"Not," with simple modals
-Negative contractions with simple modals
1 o
1 ( u
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18
Pronouns: No additional pronouns.
Reflexives:
-All reflexives
Passives:
-Non-reversible sentences
Relatives:
-Relative clauses at end of sentence
Complements :
-Infinitive as object
Adverbials:
-Adverbial clauses at the end of a sentence, except those
beginning with "before" or "after"
Level 3 (All Level 1 and 2 structures, plus the following.)
Questions :
-Tag questions
Conjunction:
-Conjoined verbs, with "but," "or"
Negation:
-"Not," with complex modals
-Negative contractions with complex modals
Pronouns: No additional pronouns.
{Reflexives: No additional reflexives.
passives :
-Reversible sentences
Relatives:
-Relative clauses in the middle of a sentence
Complements:
-Noun clauses as objects of verb
-Noun clauses at end of sentences that began with it ^
Adverbials: _ , - 4. ..
-Adverbial clauses at the beginning of sentence^
-Time clauses using "before" and "after" at beginning
or end of sentence
^ Level 4 (All Level 1, 2, and 3 structures,, plus the following.)
Questions:
-Embedded questions
Conjunction:
— Gart in g
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19
Negation:
-Words not negative in form but suggesting absences
of something
Pronouns :
-Backwards pronominalization (antecedent follows pronoun)
Reflexives: No additional reflexives.
Passives:
-Agent deleted
Relatives:
-Relative pronoun and "be” verb both deleted
-Relative pronoun deleted
-Relative pronoun after a preposition
Complements :
-Gerunds
-Infinitives as subjects
-Noun clauses as subjects
-Noun clauses with "that" deleted
-Possessives
Adverbials: No additional adverbials.
ERIC
180
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APPENDIX C
An Example of Rewriting a Paragraph
at Different Syntactic Levels
On the following pages, a paragraph that originally was syntactically
at Level 4 has been rewritten at Levels 3, 2, and 1. In this example, only
syntax has been revised, not vocabulary or idioms.
Furthermore, only those syntactic structures described in Appendix A
and listed in Appendix B have been rewritten. The reader may feel that certain
other structures in the paragraph could have been rewritten to the advantage
of the student. That is probably true but in keeping with this manual's
focus on selected structures proven to be difficult, concern about other
structures has been set aside.
Finally, it is not claimed that the revisions here are the best or only
ways to rewrite the sentences. It would be a useful exercise for the reader to
experiment with other replacements for the structures identified as "unaccept-
able" at the various levels.
21
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CM
CO
22
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CO
LU
CD
<£
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CO
23
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DO
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Q.
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CO
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CO
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REFERENCES
Boatner, M.T. , and Gates, J.E. A dictionary of American idioms . Woodbury,
N.Y.: Barron's Educational Series, Inc., 1975.
Makkai, A. Preface to M. Boatner and J. Gates, A dictionary of American idioms .
Woodbury, N.Y.: Barron's Educational Series, Inc., 1975.
Moores, D. Application of "Cloze" procedures to the assessment of psycho-
linguistic abilities of the deaf. Unpublished doctoral dissertation.
University of Illinois, 1967.
O'Neill, M. The receptive language competence of deaf children in the use of
the base structure of transformational - generative grammar . Unpublished
doctoral dissertation. University of Pittsburgh, 1973.
Quigley, S.P., et al. Syntactic structures in the language of deaf children .
Final Report of National Institute of Education Project 232175. Urbana, 111.:
Institute for Child Behavior and Development, 1976.
Quigley, S.P., et al. Test of syntactic abilities . Beaverton, Oregon: Dormac,
Inc. 1978.
Streng, A.H. Syntax, speech, and hearing . New York: Grune and Stratton, 1972.
188
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Introduction to Session 10: Panel Discussion: Deaf Adult
Learners
One of the most effective ways for potential tutors to learn about Deaf
Culture, Deaf education, and the reading and writing needs of the Deaf
adult learner is to hear it directly from the source. This session consists of
a moderated panel of Deaf and Hard of hearing adult learners. The
panelists could be persons who have participated in the literacy project
themselves, persons from the local Deaf and hard of hearing communities,
and professional Deaf persons. A variety of experiences and backgrounds
is desirable. For example, it is helpful to have a Deaf person who grew up
in a hearing family, one from a Deaf family, a hard of hearing person, a
person who attended a residential school, a day school, and so forth. It is
also important to include both men and women, and those of aU age
groups. In addition, you may wish to include an experienced tutor.
It is best to have an experienced person moderate the panel, using the
developed list of questions as a guide, v/hile allowing time for individual
questions from the trainees.
You may also wash to consider having some social time with refreshments
immediately following the panel, which will allow the opportunity for the
tutors to rninuie. intei'act. and co/nmunicate with the Deaf adult learners.
Day 1
Session 10: Panel Discussion: Deaf Adult Learners
Time: 60 min.
Materials
Set up of room visually conducive to a panel discussion
mvolvlng Deaf persons
Approximately 5 or 6 panelists
Prepared questions for the moderator
Objectives:
Participants will...
Learn directly from Deaf adult learners
Have the oppormnity to ask questions
Have the opportunity to socialize and communicate with
members of the Deaf and hard of hearing communities
Activity 1: Panel Discussion (60 min.)
Step 1
The moderator will introduce the members of the panel,
noting their affiliation.
Step 2
The moderator will begin questions, utilizing the guidelines
Step 3
Questions wall be taken from the participants
Step 4
(Optional, but highly recommended) Participants will spend
time socializing and communicating with the panelists at a
small receotion.
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Panel Discussion: Deaf Adult Learners
Guideline Questions
1. Please describe for us your educational background and
experiences, where you went to school and what was the
communication mode at that school?
2. Please tell us a bit about your family experiences.
3. What's the most important part of being Deaf/Hard of Hearing?
4. What is your preferred communication mode?
5. Why did you like/not like school?
6. Do YOU think the hearing world influences vour Deaf identity?
7 . Please tell us about your employment experiences.
8. Do you think hearing people can join the Deaf
C u 1 1 li r e/C 0 mm u ni t y ?
9
10 .
11 .
12.
13.
14.
15.
Have vou had exocriences with hearina oeoule that were diificult?
WTiat GO you
LUlllLv
or iJear
educ
itionl’
Residencial schools,
maLnscreamed schools?
Wliat do you do for socialization? Do you belong to clubs?
Can you describe your favorite teacher? Whiat did you like best
about him./her?
What do you think is the most important issue now in the Deaf
community?
Do you use interpreters a lot? the TTY Relay service?
What is the hardest part about learning English?
19
■fi
Jl
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Introduction to Session 2: Case Study of the First Two Lessons
In this session, we want to present the participants with an example of a
session from which they can form opinions as to what is appropriate and/or
essential to do in a first session. We want to introduce them to the concept
of "learner-centered" tutoring, basing the lessons on the learner's needs and
goals, and we want to show one way in which a tutor discovered the needs
of a learner. Participants will also see examples of some activities
(language experience, vocabulary building/word bank) that can be used in
tutoring, and they will see how a tutor works both with materials which a
learner brings in and with materials at hand. The purpose for presenting
this case study is to check some of the expectations and/or worries that the
participants may have about their first sessions, and to initiate discussions
among the participants about appropriate, friendly strategies for relating to
the learner. We want the participants to form their own opinions both
about the aooroach of the tutor in dealins with the learner, and about the
techniques and activities that the tutor used in her teaching.
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Day 2
Session 2: Case Study of the First Two Lessons
Time: 45 min.
Materials
Objectives:
Activity 1:
Step 1
Step 2
Step 3
Step 4
Board or easel
Newsprint sheets and marking pens
Tape
Handout: Case Study of the First Two Lessons
Summary Sheet: "Case Study of the First Two Lessons"
Participants Will...
Identify the components of the first two lessons with a
learner.
Introduction to Case Study/Silent Reading (25 min.)
Introduction: ITiis is a look at the first two sessions between
a tutor and learner. Explain to participants that this is not a
real session. The tutor in this case study may seem to them
too perfect or too impeifect. or just that the case study is too
improbable. ( Some trainei'S refer to the characters as
"Patricia Perfect" and "William Wonderful".) The point of
presenting it is that it may bring out some issues about the
beginning tutoring session in general, which can b^ discussed
by the group. However, this case study is not supposed to be
a model by which the participants should pattern or evaluate
themselves.
Hand out only the first page (first day) of "Case Study of the
First Two Lessons" to each participant. Ask them to read
silently.
Ask participants to write in their journals in response to the
question: "What strikes you about this first lesson?" (2-3
min.)
Have participants get into groups of 3-4 to discuss one thing
that strikes them about the case study. (10 min.)
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Step 5
Step 6
Step 7
Step 8
Whole group reconvenes. Ask a member from each group in
turn to comment on what struck them about this case study.
Write the responses on newsprint. Discuss.
Hand out and ask participants to read the second page (second
session) silently. Again they make a few notes to themselves
about the case study.
As a whole group, discuss what struck them about the second
session. Make notes on the newsprint.
Some of the topics/points which may emerge:
Tutor took materials present and made lesson from them.
Tutor got input from learner about activities, listened to
learner's needs.
Tutor used material of interest (sports) as well as material
for job/class (manual).
Tutor assessed learner's ability without using a formal test.
'rutor and learner set goals together, based on learner's
needs.
Tutor used a variety of different techniques during the
session.
Ask participants what they liked or disliked about Patricia's
tutoring style, En<. ourage them to tliink about what they
would have Gone C'Jiferently. Prompt discussion to reach the
following important issues by asking diese relevant questions:
Getting information about the learner's reading and
educational background: "Did Patricia make
assumptions about the learner's background?"
Assessing the learner's abilities in an informal, non-
threatening way: "Do you think William was afraid of
showing Patricia how much he knew? What method
did she use to reduce this fear?"
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194
Step 9
Giving the learner input and control, being learner-
centered vs. teacher-centered: " Who had control
over what was done?"
Setting objectives and personal goals: "Who set the
goals and objectives, both long-term and short-term?"
Assessing what you, the tutor, can do for each session:
"What did the tutor offer to do for each session? Did
she feel capable of doing this?"
If participants mention the following topics, here are quick
facilitative activities for encouraging discussion.
Learning Styles (5 min.)
Follow-up discussion: Point out that everyone has different
approaches to learning a skill (listening, experimentation,
demonstration, reading, practice first), and learners respond
to different approaclies at different times as well. If this is
not clear, get two participants to think and talk about the last
time they learned a skill (using a computer, playing golf,
driving a motorcycle), and aiialyze the differences between
the approaches of both people, .-vsk participants to think of
wavs they can deal with different iearnins stvles of their
learners; (1) find a different approach if first approach
doesn't work; (2) be aware of a constant pattern or style that
the learner exhibits, etc.
Teacher-Centered vs. Learner-Centered Instruction
(to min.)
Follow-up Discussion: Get participants to think about how
school is different from tutoring: that school is traditionally
teacher-centered, whereas this case study is an example of
learner-centered instruction. Relate the notion of teacher-
centered and learner-centered to this training. Ask the
participants in what ways they feel the training has been
participant-centered and in what ways has it been teacher-
centered. Distribute handout contrasting Teacher-Centered
and Learner-Centered Instruction. Ask for comments.
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CASE STUOr OF THE FIRST TWO SESSIONS
Before the First Session
William is a 45-year old man who lives in the northeastern part of
Massachusetts. For 15 years, he had a steady job at a well-known
computer company in the shipping department. The company was
fcprced to^ lay off close to 200 of its employees three weeks ago
with william being one of the last of the group to receive a lay-
off notice. He spoke with some of his co-workers about wanting to
get whatever training was necessary to become a computer repair
person. _ A few friends suggested* he go to the Massachusetts
Rehabilitation Commission (MRC) to get hooked up with an
training program. He followed their advice and was
referred by an MRC counselor to D.E.A.F., Inc. for an educational
®^®luation. The results of the evaluation showed that William was
reading at about the fourth grade level. The staff at D.E.A.F.,
Inc., knowing that he would need to increase his reading and
writing skills if he wanted to continue to pursue his employment
go3-l/ matched him up with a literacy tutor.
William's tutor, Patricia, is 32 years old and works at a
publishing company . She became interested in Deaf culture after
reading and editing some materials about deafness and Deaf culture
on her job. Her interest led her to take ASL classes, and she is
currently enrolled in an advanced level ASL class at the
Massachusetts State Association of the Deaf. When Patricia met
with the staf f ^ at D.E.A.F., Inc, she learned that William was
aoprng to get into a computer repair training p2;ogram, but the
entrance exam for the prograra would be cuite dif iicult for hinu
She was told that William read at the fourth-grade level and had
tro\ib,i.e coraprehending^ long senuences with many long words. William
ueuceo to srgn in Eiiglrsa orcier wnrle reading but couldn't exolain
the content -when asked quesrions. Before ieavinc, '-’atricia was
given a copy of a computer reoair manual which MRC had made
available to D.S.A.F., Inc.
The First Session
A;. Ratracra and W':.a_rarri' s frrst session toaether, both were
very nervous. Patricia started by telling ^Wiiliam a little
aujout herself. one mentioned rhat she was inr-erested in
baseball, and that she went to games often with her husband.
So,nce William also liked sports, they started talking about
the Red Sox. After awhile, Patricia encouraged William to
about his past education, his work at the factory, why he
wanted to learn to read and write better, and what he wanted
to do in the future. Patricia asked William how the testing
at D.E.A.F., Inc. had gone. William told her that the math
was okay but the reading was really hard. Patricia and
spent a few minutes looking over the reoair manual,
and William tried to read from one of the early pages ^ there
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19G
were_ too many big words and William couldn't follow the
ii^^s-ning. Patricia then pulled out the sports section from the
newspaper and asked William to try to read a bit about the Red
Sox game. William was able to do this although he had a hard
tjjne comprehending the meaning of longer sentences when he was
signing in English order.
cr
Patricia asked William what he would like to do during the
tutoring sessions. William said he didn't know, except that
wanted to be able to read the repair manual and
eventually prepare to take the entrance exam. ' Patricia
suggested that they begin by learning some of the words in the
manual by sight and meaning which would in turn make reading
the manual a lot easier. She also suggested that for part of
each session, William practice improving his reading on
passages about sports. These were interesting to William
since he already knew a lot of the vocabulary, and he agreed.
They moved on to talking about the last time William had gone
to a Red Sox game. Patricia wrote the word "baseball" on a
large sheet of paper and asked William to sign all the
possible signs he could think of that were associated with the
game he had gone to. Patricia wrote them down. With the
unfamiliar words in English, William cooled them onto index
cards and wrote his own "definition" for 'each word. Patricia
encouraged him to write whatever would help him to remember
i-.he uni.amiliar words: single words, phra.ses, sentences, even
pictures - with no attention to spelling. She let him know
that ^ these ^definitions would be for his own use and no one
e_.se s. i_er going’ over the words , the j.ndex cards we’“e
arranged and stored in a file box.
1 a '..r _:.a a.y,<ec. i'7illiam wnat he liked about the session. He
replied that he had lixen the nar'i where he came uo w* th a'^ 1
the signs associated with baseball. ' ' '
The Second Session
1 .
Pat.riGia and William started the second session with a revi.ew
of some of the written words from the iax'ce sheet of oaoe'^
saved from the first session. Then Patricia picked 'uo a
newspaper story about t.ha previous evening's Red Sox game 'and
askec. William to circle any words he could find that were also
on the large sheet of paper. He was able to do this easilv
and wanted to try to read the article again. Each time he
came upon a word that he didn't know, Patricia wrote it down
on a small piece of paper. After William finished the story,
S’Sked him to go back to the sentences with the
unfa m iliar words and try to figure out the meaning based on
the context. When ^ he was able to do so with one of the
circled words, William checked his definition from the file
box and made changes on the card if he felt it was necessary
or helpful. He also wrote down definitions for the other
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197
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words he was able to figure out. With the words for which
William was unable to come up with a definition, Patricia
tried to help William make a connection between each of the
words and his own experiences. They worked together to write
down something for each of the remaining words. Before they
left this activity, William created word/definition cards for
all the new words and added them to the file box. He decided
to take the Red Sox article and the file box home with him,
and practice going over them before the next session.
2. Prior to this session, Patricia had looked over the .computer
repair manual at home and decided to focus on the diagram in
the manual that's designed to introduce the basic computer
hardware components. She photocopied the page, whited out all
text, and made a few enlarged copies so that only the diagram
was clearly on the page. She brought these copies to the
session and pulled out one of the copies for her and William
to work with. William signed and/or wrote down all the
components which he was familiar with. Patricia helped him to
label those parts on the diagram. They discussed the purpose
and function of each labeled component. Then Patricia helped
him to identify five other hardware components whose names
and/or functions he wasn't familiar with. They discussed the
function of each new component and labeled them on the diagram
as they had with the others.
3.
Patricia asked William to summarize the role and function of
each labeled hardware component as ■ it related to the whole
computer. She asked him to repeat his story so that she could
write it down. She went, ever the storr/ v/ith him offering
clarification e.s needed. William cooled the text into his
noteoocK
anc
n.xgnircntet
new woras . tor aciuc^.«wi..-v,
?at.ricia asked him to review the text and label once again the
computer parts using one of the blank diagram sheets.
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198
Case Study of a Lesson Plan
Patricia and William talked about what they would do in the next session.
William liked reading about sports, but he really wanted to work on
understanding the words and meanings in the computer manual. He
liked doing the language experience story but was ready to work hard at
trying to read materials that Patricia brought in. Patricia said she would
look over the computer manual and try to re-write a short description of
a diagram, just like she and William had done in their second session.
William decided that his long-term goal would be to recognize most, but
not necessarily all, of the words in the manual and understand their
meanings, and to be able to read articles about sports and other things
easily enough to understand their meaning. Patricia and William
decided that the short-term goal for the next session would be for William
to learn five new words from the computer manual: and to read a short
paragraph about the computer manual that Patricia would bring. Here is
the lesson plan that Patricia and William wrote for their third session:
1 . Review of old materials: Wiiiiam will read the stor>' about the
ccrnauter hardware that he had taken home with him, and he will
recognise the “detinition"card words from the second session as they
are laid out on the table and use the words correctly in a sentence.
They v/ill also review the diagram from the previous lesson and
William will label the third blank diag.fam with the appropriate
vccabiilap/' words (15 min.)
2. Reading topic:
Patricia
=.nd William will look at another diagram from
the computer manual and Patricia wiil encourage William to try to
read some of the words. They will talk about the short descriptive
paragraph that Patricia wiil have re-written from the manual, and what
the meanings of the words in the diagram probably are. William v/iil
try to read the paragraph (15 min.)
3. Questions: Patricia wili ask William to recall each of the v/ords from
the paragraph and to point to the word on the diagram. They will talk
about v/nat the paragrapn has said about the diagrami and
understand the meaning. William can re-read the paragraph if he
wishes (5 min.)
4. Comprehension activities: Patricia and William will make an outline
or mind map of the paragraph, linking all the parts in the diagram with
what their function is. William will re-read the paragraph (10 min.)
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5. Word Recognition: William will write each of the new vocabulary
words from the paragraph on his index cards, along with a brief
definition. Patricia will write each of the words on a card, and the
definition on another card. Then, Patricia and William will play
Concentration, first with the name of the part and the drawing of the
part as paired cards, then again with the name of the part and the
definition of the part as paired cards (20 min.)
6. Evaluation and Suggestions for Next Session: Patricia and William
will discuss what they liked and didn't like in this session, and they
will write the lesson plan for the next session (TO min.)
7. Total time: 1 hour and 15 minutes. Materials needed for the lesson:
-paper and pencils/pens
-diagram from manual
-blank index cards
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200
Summary Shd«t:
ef ihch Rrst IWc SessicRS^
~ wnat Patricia and wiliiam did in the first session
In the first paragraph, the following things happened:
• Tutor introduced herselt found common interest
• Tutor got learner to talk about the past and goals for the future
e Learner showed tutor materials he’d like to learn
• Tutor asked learner for self-assessment of abilities
• Tutor assessed learner’s ability informally with both learner's
material (manuals) and tutor's material (newspaper)
• Tutor got an idea of learner’s reading difficulties
In the second paragraph, the following things happened:
• Tutor elicited learner’s goals and interests for sessions
• Tutor made suggestions about content and objectives of lessons
o Learner agreed to suggestions, (‘’n'utor made suggestions be-
cause learner didn’t know what to do; tutor could have tried to
elicit more or can always encourage Icsmcr to add or change goals
later on)
hr the third paragraph;
o Tutor irritiated faut learning hcii'/it)': language ex|>ericnce storr
© Tutor and learner did pho:^ic^vord pattern exercises (from LiiA)
© Leanier pr'acuced copying mateiinis
On the second day, tliey did the follawirig activitlets:
In the first paragraph:
G Learner drded words in newspaper (word recognition exercise)
© Learner read passage, nomd new voca’evLar/
o Learner and mtor defined words and driilad
© Learner assigned self homework
In the second paragraph:
• Learner drew familiar object and labeled parts (with tutor’s help)
• Learner practiced recognizing parts words
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• Learner and tutor together wrote paragraph about subject of
drawing
• Learner read paragraph and wrote in missing words (cloze exer-
d^)
• Learner put paragraph in notebook
What the tutor did well In the first two sessions:
e finding out about the learner’s reading and educational back-
groimd
e assessing the learner’s abilities in an informal, non>threatening
way
• giving the learner input on and control of activities
e helping the learner to set objectives and personal goals
e assessing what she could do for each session
e using materials of interest as well as materials relevant to the
learner’s long-term goals
@ using matcdals present 'and creating activities from them
o using a variety' of approaches to reading: phonics, whole word,
comprehension
Summary Sheet
Points to Consider During Initial Contact (Rrst Session) With the
Learner
• Establish a connection with the learner
• Elicit input from the learner as to what she would like to read and
how she would like to proceed in the sessions.
• Try to get a sense of what the learner needs to feel comfortable
in the tutoring sessions, what he needs from a tutor, and what
circumstances enable him to learn best.
• Share something about yourself during the exchange.
Suggested Ways to Begin Tutoring Sessions
Check in with your learner:
• Ask about learner’s past week.
• Ask about learner’s family, health, job, etc.
© Besin a discussion of a current event which affects the learner’s
life'!
© Share something about your own activities.
Relate literacy leainiing to everyday experience:
© Find out whether homework was difficoit.
© Find out whether learner visited a library.
& Find out whether learner followed up ou anything discussed
dur:ing the last session.
© Fiiu' out whetlier learner has any problems or concerns which can
be dealt v-dth in toda/s session.
© .-^xsk learner if she received any 'written material that she would
like help in reading.
“Ease i.i to” the lesson of the day:
© Scan 'with a game, puzzle or fun activir/.
© Stan with a review oflast wee.k’s activicy.
© Go over homework that was not difncuit.
• Do a dialogue journal writing activity,
• Set aside silent reading time.
• Read a comic from the newspaper together,
• See a video, film, or computer game,
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203
Suggested Ways to End Tutoring Sessions
• Discuss what was accomplished.
• Discuss what was interesting to you and ask what was interesting
to the learner.
• Compliment the learner.
• Decide together and preview what will be done next time.
e End with a game, tutor reading an episode from a popular book,
or a fun writing activity.
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Characteristics of Teacher-Centered and
Learner-Centered Instruction
Teacher-C entered
Teacher plans lessons and curricula
Teacher has the knowledge
Learners’ experiences of secondary
value
Teacher transmits knowledge
Teacher talks; learners Listen
L^rurning environment is hierarchical
(similar to parent/cbild relationship)
Learner-Centered
Lessons and curricula are devised with
input from the learner and/or con-
sideration of the learners’ needs
Both teacher and learners have
knowledge
Learners’ experiences become a valu-
able resource for learning
Both teacher and learners learn from
each other'and often together
Tea-'"her and lenmers share talking and
lisienin-^ time; in group work, learners
mik to one another
Learning environment is non-hierarchi-
cal (teacher functions as a coach or
guide)
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205
Introduction to Session 4; ASL Grammar Activity
In this session we will briefly expose the participants to the process
of translating ASL into written English. Deaf adult learners constantly
go through this process when interacting with the world at large. It is
important for tutors to have some understanding of and sensitivity to
the difficulty in learning the English language for a non-native speaker.
One may wish to use videotapes in this session, rather than the gloss,
however, it is more time consuming.
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Day 2
Session 4: ASL Grammar Activity
Time: 30 min.
Materials Copies of sign language gloss and English original
Newsprint, markers
Objective: Participants Will...
Experience the difficulty in translating from ASL to
written English.
Understand the process the Deaf adult learner goes through
in learning English.
Activity 1: Translation Activity (30 Min.)
Step 1 Pass out copies of the Sign Language Gloss of the story,
"Rain". Have each individual work on an English translation
for 10 min.
Step 2 Arrange the trainees in small groups with newsprint and
markers. Have each group work together and write its
English translation of the stoiy on newsprint. 15 min.
Step 3 In whole group, facilitate discussion of the activity:
Vvmat was the process you had to go tlirough to translate?
How did it feel?
How does this process impact on Deaf adult learners?
Note: Deaf adult learners are constantly translating between ASL and
written English. One other technique for use in tutoring sessions is to ask
learner's to view sign language videos and to write down m English what
they are seeing. Although this is time consuming, it is helpful to Deaf
learners to see the ASL signs and the English translation.
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ENGLISH ORIGINAL
Rain
A licc'e while a^-o I choughc che rain might stop, but now it is raining harder than
ever. The wind has changed. Now it is coming from the north, and the temperature
is drooping. It it get.5 much colder, it will turn to snow. I want the i ain to go au a) . It
has be.“m raining every dav lately, and it is reallv monotonous. I have been bored
stiff. What I want is some blue skies and some warm sunshine. I know we neea rain
for the sake of che farmers' crops. If there were no rain, everything would dry up
and the crops would wither. I have an idea! Why doesn't it rain during the night
and stop each morning? Or why doesn't it rain on Fridavs and clear up on Satur-
days? If I were in charge of the weather, I would see to it cnat Saturday and Sunday
would always be pleasant. On Mondays, who cares- Let it rain.
SIGN LANGUAGE GLOSS
Rain
A-licde-wnile-ago think me rain maybe scop. N'ow' worse. Wind change (pause) now
blow from north, and temperature drop. Happen temperature plunge (pause) will
begin snow. Me want rain disappear. Every-day rain, rain, rain (pause) truly same,
same. same. Me bored. Wish sky blue sunshine warm. True, know rain need for
farmer their grow area. Rain disappear, all dry (pause) all wither. Idea! All-night
rain, morning scop. Why not? Fridays rain. Saturdays nice. Why not? Me rule, make
fine. Me decide Saturday Sunday always pleasant. Mondays (pause) Phooey! Let
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Introduction to Session 5: Error Correction
This session explores the sensitive subject of correcting errors that a learne
might make. Trainees will listen to a tape of a brief tutor and learner
exchange in which the tutor attempts to learn more about the learner by
asking her a series of questions. Using this tape, trainees will examine
when and how a tutor can effectively help the learner to recognize and
correct his/her own errors. During the session, trainees get hands-on
experience practicing one effective method of error correction. We would
like trainees to come away from the session viewing error correction as a
sensitive issue which should be approached carefully in order not to offend
discourage or in any way impede the progress of the learner.
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209
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Day 2
Session 5: Error Correction
Time: 30 minutes
Materials
Objectives:
Activity 1:
Step 1
Step 2
Summary Sheet: "Error Correction"
Participants Will...
Develop sensitivity towards issues regarding correction
Develop strategies for knowing when and how to
correct the adult learners' errors.
Error Correction ( 30 min.)
Ask participants to write for five minutes about an
experience they have had when they were corrected. Be sure
to write in your own journal entry. Encourage participants
to share their journal entries with the whole group ( two to
six participants depending on the available time and
participant interest); be prepared to share your own.
Facilitate a general discussion of error correction. During
the discussion, you may want to refer back to those sessions
in the training wdien error correction, or the lack of it. v/as
particulary important: For example, Case Study of the First
Two Lessons, when the learner wrote the definitions of new'
words on cards with no attention to speailing; Process-
Oriented Writing, when the learner is asked to hold off on
error correction until the final editing stage of writing, etc.
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210
When is it appropriate to correct?
Points to reinforce:
• If the correction coincides with the goal of the activity (e.g. , If
you’re working on reading or writing, you may not want to correct
grammar);
• If the learner feels secure enough to work on corrections.
How often should you correct?
Points to reinforce:
• If there are many errors with the learner’s language, you may choose
to work on only one or a few (rather than all) in order to avoid
overload.
" If the learner does not have the understanding necessary to handle
the correction (e.g., if the material is new), you can use the "error" tc
plan future lessons rather than try to get the learner to correct
something of which s/he has no prior knowledge.
How should you correct?
Points to reinforce:
“ Encourage self-correction whenever possible; peer correction is
another option for small group furonals depending on the level of
trust and mutual respect of the learners involved.
” Provide reinforcement of correct language without directly correcting
the learner’s mistakes (e.g., through dialogue journal writing.)
• Refrain from interrupting the learner by making note (mentally or in
writing) of actual mistakes, and work on them with the learner at
another point during the tutoring session or in future sessions.
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Summary Sheet:
Error Correction
When is it appropriate to correct?
“ if the correction coincides with the goal of the activity. (e.g., If you are
working on reading, you may not want to correct- gram mar);
• if the focus of the activity is accuracy rather than fluency;
• if the learner feels secure enough to work on corrections.
How often should you correct?
• If there are many errors in the learner’s language, you may choose tc
work on only one or two in order to avoid overload.
• If the learner does not have the understanding necessary to handle
the correction (e.g., if the material is new), you can use this "error" tc
plan future lessons rather than try' to get the learner to correct
something of which s/he has no prior knowledge.
How should you correct?
* Recording/raaking note of mistakes for future correction:
If you don’t want to interrupt the learner, you can make note (men-
tally or in writing) of actual mistakes and work on them with the
learner at another point during the session or in future sessions.
• Hand Signals and Facial Gestures:
Thumb jerked over shou'der i.s used to indicate past tense.
212
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Forward circular motion of hand is used to indicate future
tense.
Touch fingers of both hands together and pull away to indicat'
"stretch sentence" or "complete sentence".
Use fingers to represent individual words and word order (as
demonstrated in the Grammar Activity).
"Screw up face" to indicate lack of comprehension or
confusion.
Understanding Responses;
An understanding response involves responding to the learner in a
way that incorporates the correct form of the learner’s error,
provides positive reinforcement without requiring the learner to
correct her/himself, and continues the conversation in a natural way.
For example, if the learner says "I go store yesterday", you could
reply "Oh, you went to the store yesterday? What did you buy?" If
the learner says "My brother he have 5 children", you could respond
"Oh your brother has 5 children. How old are they? How many of
them are in school?", etc.
213
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Introduction to Session 6:
Mindmapping
This session introduces another technique which is valuable for use in
tutoring Deaf adult learners, Mindmapping. Mapping is a technique used
with stories, factual information, etc. It is a visual representation of a
concept, and utilizes drawing, outlines, and graphics to depict information,
this technique is helpful for use with learners who are new to this country,
or who do not have a formal sign language system. In this session the
participants will experience drawing their own maps, and discuss the
potential of using this technique with their learners.
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Day 2
Session 6: Mindmapping
Time: 45 min.
Materials
Objective:
Activity 1:
Step 1
Step 2
Step 3
Large pieces of paper for drawing
Colored markers, crayons
Handouts
Participants will...
Be introduced to the concept of Mindmapping, and discuss its
potential use in the tutoring session.
Making Maps (45 min.)
Give a brief introduction to Mindmapping, using the sample
maps included in the handouts. (5 min.)
Pass out drawing paper and crayons/markers
Arrange the participants in groups of twos. One person is to
tell a story, or describe a trip, etc. The second person is to
map the story as it is being told. Then switch roles, so that
both people draw a mindmap. (30 min.)
When everyone is done, have groups share maps with each
other. Keep in m.ind that one does not need to have artistic
talent to use this technique. Malcc observations about the
maps.
Facilitate a discussion about the use of Mindmapping in
tutoring sessions, as a way to assist those who are hesitant to
write, or those who have no fonnai signing system, or those
who are new to this country. (10 min.)
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Introduction to Session 7: Peer Teaching Activity
This activity will introduce the participants to three techniques, including
the Concentration Game, Directed Reading Activity, and Giving
Directions/Map Making. The Jigsaw Activity provides an interactive,
participant-centered framework for learning. Although setting up the
learning and teaching groups can be somewhat confusing at first,
remember that it is most important to arrange the teaching groups in such a
way that all the participants will have an opportunity to teach. We want
participants to get some practice using techniques and to gain confidence in
themselves as tutors. The discussion time after the Jigsaw Activity gives
the participants a chance to critique the techniques and to begin to think
beyond them. The subjects of differing learning styles and of learning
disabilities can also be referred to at this time.
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40
Day 2
Session 7; Peer Teaching and Discussion
Time: 1 hour, 40 min.
Materials
Newsprint for each group during Jigsaw Activity
Marking Pens
Handouts and materials for the jigsaw activities:
Concentration: word cards, preprinted
Directed Reading Activity: text and markers
Giving Directions/Map Making: newsprint, markers
Colored cards (three different colors, one per participant)
Learner Goal Statement Cards (from Session 1, Day 1)
Objectives; Participants Will...
Learn three different techniques for teaching reading and
writing, and practice teaching a teclmique to their fellow
participants.
Activity 1: Peer Teaching (80 min.)
Step 1 Introduction. Explain that the "Jigsaw Activity":
Gives participants a chance to learn three techniques from
each other.
Gives participants a chance to teach one technique.
Gives participants a chance to observe and critique
techniques.
Step 2 Explain procedure. Answer questions. Demonstrate
example of group movement, if necessary.
Ask participants to get into three learning groups (for 20
min.). Hand out activity sheet to each group as follows:
Group 1 : Concentration Game
Group 2: Directed Reading Activity
Group 3: Giving Directions/Map Making
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Tell each learning group to read the activity and then discuss
it in preparation for teaching it to other participants. Tell
them they should aU understand the activity completely
before moving into teaching groups.
Walk around, answering questions. Give each member of a
learning group a different color card (blue, green, red, etc.).
Every participant wiU have a color card; there wiU be three
participants with a blue card, each from a different group.
(Be aware that the jigsaw activity wiU work with training
groups divisible by the number of activities used, which is
three. If there are 15 participants, you can have learning
groups of 5 participants each. If there are 12 participants,
you will have learning groups of 4 participants each, etc.)
Show preprinted newsprint with procedures for "teaching
your activity".
Teaching Your Activity
Give the name of the activity
Tell the purpose of the activity
Demonstrate with one participant as learner, or play the
game with the whole group
Summarize
Participants will then move to their "color" teaching groups
(all blues together, etc.).
Each participant will have 15 minutes to teach the activity to
the others. Trainer will monitor the time.
Jigsaw Activity. (Time; 20 min. for first groups to meet,
then three 15 minute periods in the second groups)
Signal the groups at least two minutes before the next
participant should begin teaching his/her activity, so that the
new "teacher" has a chance to read over his/her notes quickly
before beginning the activity. Walk around, offering
assistance, and observe.
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228
Activity 2: Whole Group Discussion of Peer Teaching (20
min.)
Step 1 Everyone comes together as a group. Facilitate an open
discussion (no writing). First, start with a critique of each
of the techniques: (maximum time: 10 min.)
What did you think of these techniques?
Which techniques did you like best? Why?
Is there any technique you'd like to change? How?
Is it difficult to foUow teaching directions like this?
Do you think you can pick up a manual and adapt techniques
to your own teaching?
How could you adapt these activities for learners at different
reading levels?
Any concerns?
Do you feel better equipped with ideas to go into a tutoring
session?
Step 2 Facilitate a discussion about the teaching/leaming process:
(10 min.)
W'hat did you learn about your own teaching style?
Do you have any suggestions, in general, about presenting an
activity clearly?
Step 3 Mention the possibility that if a learner has a learning
disability, it may show up during the giving directions/map
making activity. Spacial orientations may be difficult for
some learners with disabilities. Talk briefly with the
participants about how to handle a situation where the learner
has some learning disabilities (e.g., discuss with Volunteer
Coordinator; fmd alternative ways of expressing any
concept, such as touching the word, reading it, tracing it,
writing it, etc.)
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229
Step 4
Hand out copies of the other two activities/materials, so that
everyone has all three activities. Allow 1-2 minutes for
participants to look over. Answer questions.
230
Activity for Group 1:
Concentration
This is an activity helpful to people who want to learn to fill out forms, but
the basic design of the game can be adapted for use with many kinds of
materials.
Step 1 Explain that this use of the game "Concentration" is, as a word
recognition activity, helpful to people who want to learn to fill out
forms. The cards each have a word which usually appears on forms
(such as application forms, medical forms, driver’s license forms).
Explain that the learner in this case has already been introduced to
each of the words at one time or another in her/his tutoring sessions.
This activity, therefore, serves as a cumulative review for the learner.
Explain that you will play the role of the tutor, and ask for a
volunteer from your group to play the role of the learner throughout
the demonstration.
Step 2 Take the cards printed with the form words and ask someone in the
group to supply infoimation about herself. Show the word to the
person, have the person read the word, and ask the person to tell
you the information (example; if the word "name" appears on a card,
write the person’s name, sav, John Brown, on another card.’) Write
this information on blank cards provided.
Step 3 Then, turn all the cards over on the table (so that no words are
showing) and arrange them in a regular pattern, lines and rows.
Have the other participants take turns turning over two cards and ~
trying to match the form word with the information (i.e., try to turn
over both the card "name" and the card "John Brown"). If the two
cards match, the player removes them and keeps them and gets
another turn. If the tv/o cards do not match, the player puts tiiem
back down, face down, and another player takes a turn.
This should take only 15 minutes. If there is more time, show the sample
form on the next page, which can be used after the concentration game to
give learners practice in filling out a form.
BESteaPVAVAlUBLE
The words that commonly appear on forms and that will be used in the
"Concentration" game are:
najne date address
telephone number marital status birthdate
occupation social security number
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232
Sample Form:
Name; : Date:
Address:
Telephone Number:
Social Security Number:
Marital Status: Birthdate:
Occupation:
Activity for Group 2:
Directed Reading Activity
This is an activity that helps a learner develop comprehension strategies for
reading. It can be done with an individual learner or with small groups of
learners.
Step 1
Step 2
Step 3
Q
Fold the page of the reading so that only the title shows. Hand out
the story to all the participants. Choose either one or all of the
participants to play the role of the learner.
Ajsk the learner to read the title and predict what the story will be
about. Write the learner’s prediction down before reading.
Before having the learner read the story, discuss with the learner
some strategies s/he should use while reading. Encourage her/him to:
Read for overall meaning and not focus on individual words; think
about whether the story is what s/he expected it to be; see if each
sentence of the story makes sense.
Skip unknown words and go on to the end of the sentence. If the
sentence makes sense, then continue; if not, think about whether the
context of the story makes it clear.
Imagine or guess what the unknown word might be and continue. If
the sentence makes sense, continue reading the stoiye
Use all cues of sight and context to figure out an unknown word thai
you’re revisiting. If it’s still unknown, ask the tutor to tell you the
word quickly. Don’t get bogged down with one word long enough to
lose the sentence’s meaning.
Note: The following are words with which the learner is most apt to
be unfamiliar, they are accompanied by their meanings for your
benefit in the event that the learner tries all the strategies listed
above, is still unable to figure out a word, and is insistent upon
knowing the meaning:
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234
to iswonk = to work hard
Step 4
Step 5
Step 6
Step 7
a pokelocken = a bar
a greeze = a large gathering of people
a franion = a person who loves parties
capernoited = slightly tipsy
the skinker = the bartender
aleger = in good spirits
a perron = an outside flight of stairs
Have the learner read the story on her/his own.
Ask the learner what s/he remembers about the story. Ask
specifically if the prediction made before the reading was correct.
If the learner had difficulty comprehending the story, ask the learner
to read through the story with you so you can see where the
difficulties are. "Fhen, consider how to focus on particular difficulties.
(optional) Have the learner write each new word into a "word bank"
with a sentence for future reference.
best COPY AVAIUBLE
An Unpleasant Ending
f',
Zachary had really iswonked at work and, as a reward, decided to stop by his favorite
pokelocken for a quick drink. When he entered the pokelocken, he noticed a greeze in
the T.V, area of the bar. He had forgotten that they would be telecasting the
middleweight championship fight. Given his reputation for being a franion, he immediately
joined the animated group and eventually ordered up a drink for himself. By the time the
fight was over and the group was starting to disperse, he realized that he had drunk more
than he planned on even though he felt only capemoited. He thanked and bid farewell
to the skinker and exited the pokelocken feeling content and aleger. He sobered up
quickly however when he stood on the perron and stared across the street at the empty
space where he had left his car just two short hours ago.
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23G
Activity for Group 3
Giving Directions/Map Making
This is an activity which helps beginning readers to learn the vocabulary for
giving and following directions, to give and write directions to areas around
their own neighborhoods, and to reach the goal of reading any directions
given to them about any area.
Step 1
Choose one person from the group to act as a learner.
Step 2
•
Ask learner about his/her neighborhood:
Ask learner what’s on his/her street (the bank, the ice cream store,
the post office, the supermarket), familiar landmarks (big churches,
statues, parks), or neighbors’ houses.
Step 3
Write the words for only 2 or 3 of these places on a sheet of paper.
Step 4
A^k the learner to tr}- to draw a map (without labels) showing home
and the 2 or 3 places. (Map drawing is difficult. Learner may need
to start again or you may draw map together.)
Step 5
Encourage learner to label map, copying words from sheet of paper.
(Or tutor can do.)
Step 6
Ask learner to tell you how to get from one place to another. Draw
a dotted line as the learner speaks.
Step 7
Ask learner to give the directions again, slowly and simply. Write the
directions cIovnti, word for word, as in a language experience story.
(For example, "From my house, go left down the street to the corner
Cross the street. The supermarket is on the right.")
Step 8
Read the directions together. Have learner then try to read alone.
Step 9
Have learner copy down any key directional words, such as:
"straight," "left," "right," "turn." '■"ide." "towards," etc.
BEST COPY AVAILABLE
Step 10
\
Discuss with the other participants possible follow-up activities which
can be done after this activity or in future tutoring sessions. Ideas
include the following;
The tutor can bring in a written set of directions to the same map
and ask the learner to guide him/her, based on the directions.
The learner can take the map home and fill in the names of the
streets.
The learner can try to write another set of directions to a different
destination, using some of the same words as the first story.
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233
Introduction to Session 8: Deaf Organizations and Resources
In this session, take a brief time to orient your participants to the
variety of Deaf organizations and resources, on national, regional, and
local levels. Utilize the handouts as a resource. The trainer will want to
compile a listing of local resources. This will be a helpful tool for the
tutors to have on file for future use. It also assists them in knowing what
the Deaf adult learner may be referring to in the sessions.
o
239
Day 2
Session 8:
Time: 20
Deaf Organizations and Resources
min.
Materials Handouts
Listing of Local Resources
Objective: Participants Will...
Be familiar with organizations and resources on
national, regional, and local levels.
Activity 1: Discussion of Organizations and Resources (20
min.)
Step 1 Hand out lists of organizations and resources. Go through
these, explaining the function of each, paying particular
attention to local resources. Encourage and answer questions
from participants.
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240
Recommended Reading List
Deaf in America: Voices from a Culture
Carol Padden and Tom Humphries
Harvard University Press
Anthology of American Deaf Culture
Sherman Wilcox, editor
Linstok Press, Inc.
Sign Language and
the Deaf Community
Essays in Honor of
William Stokoe
Edited by Charlott
Baker and Robbin
Battison
NAD
Deaf Heritage: A Narrative History of Deaf America
Jack Gannon
National Association of the Deaf
Perspectives on Deafness
A Deaf American Monograph
Edited by Merv Garretson
National Association of the Deaf
Eyes, Hands, Voices
Communication Issues Among Deaf People
A Deaf American Monograph
Edited by Merv Garretson
National Association of the Deaf
At Florae Among Strangers
Jerome Schein
Gallaudet University Press
Never the Twain Shall Meet: Bell, Gallaudet and the Comaunicatio n
Debate
Richard Weinfield
Gallaudet University Press
In Silence, Growing Up Hearing in a Deaf World
Ruth Sidransky
St. Martin's Press
When the Mind Hears
Harlan Lane
Random House
Seeing Voices: A Journey into the World of the Deaf
Oliver Sacks
Harvard University Press
The Week the World Heard Gallaudet
Jack Gannon
Gallaudet University Press
A Loss for Words
Lou Ann Walker
Harper Row
BEST COPY AVAILABLE
Introduction to Session 9: Question/Answer/Wrap-
up/Evaluation
In this last session, the trainer will want to entertain questions from the
participants relative to the information presented in the training as well as
questions regarding the scheduling of tutoring sessions, etc.
This is also a good time to wrap-up the training, summarizing important
points for the participants, giving them names and numbers of project staff
to contact.
It is suggested that the local trainer develop an evaluation form tailored to
your individual training, which each participant is strongly urged to
complete before they leave the training. Be sure to leave space for
comments. Encourage participants to be honest in their evaluations, and
make suggestions for future trainings. This feedback is helpful to the
trainer and to planning future trainings. Be sure to allow enough time for
this process to occur.
best COPV available
242
Additional Handouts
243
national association of the deaf
DEAF CULTURE
The cradidonai way of wridng about Deaf people is to focus on a fact of their condition - that they
do not hear - and to in ter pret all other aspects of their lives as a consequence of this fact. However, .
this has tended to obscure far mote interesting facets of Deaf people’s lives: their langtiage,
American Sign Language (ASL), and their culture, Le., their art and performances, their shared
myths, the lessons they teach each other, and the imagery and partems of meaning that constitute
their lives. These pcoole are different from, for example, those who find themselves losing their
hearing because of illxicss, trauma or age; although these people share the condition of not hearing,
they do not have access to the knowledge, beliefs, and practices that make up the culture of Deaf
people.
What’s in a sign?
The first place to look for a clue to Deaf culture lies in the terminoiogy Deaf people use for
thenaselves and others. Deaf\s the group’s official term for themselves; it is used in the names of
organizations they control, from the National Association of the Deaf to local bowling organizations
such as the Pacific Coast Deaf Bowling Association. The term hearing impaired is typically found
connected with institutions controlled by hearing people, such as schools and media organizations.
The signs Deaf and hard of hearing arc used as ways to mark group identity; marks a central
connection to the group while hard of hearing marks borderline identify or those who display
characteristics of hearing people such as speaking, using the telephone and other bchavion.
From generation to generation
This culture of Deaf people is not simply a camaraderie with others who have a similar physical
condition, but is, like many other cultures in the traxlitional sense of the term, historically created
and actively transmitted across generations. Their 'dew of themselves is not one of disability,
althouglt they see compelled to adopt this vie'?/ for expediencr/ in dealing with the larger non-Deaf
socieev', but rather is one of ’//hoieness and completeness. ITie'/ view themselves as competent
indi'dduais with a linguistic and cruiuiral history. In the face of others’ misconceptions about them,
theirs has been a durable history resulting in a rich and inventive ctiituce.
Folktales
Stories are the hean of every culture. Tney are v/ays that Deaf people ta.!k to each other about 'vhat
they believe in and how they interpret the world around them. An example 'Is a family story passed
dowrm over generations shout a giect-gi^tat grandfather, '.vho as a chfid. went squirrel huntiag and
was picked uu by Confe-derate soldiers, W,en they were unsuccessfui at interrogaring the boy, they
concluded he* '?/as a spy and decided to hang mm. By some miracle, an officer on horseback rode
past and inauired about the young boy. When the soldiers explained that they disbelie'/ed the boy’s
story about *being deaf, the officer began to fingerspell to the boy, "Where did you attend school?"
The boy answered correctly and the officer ordered the boy fiecd. The symbols and motifs of being
near death until release and fieedom by someone who knew the language and the culture underlie
this popular family story. This and other folktales celebrate the common belief that the hean of the
culture is Deaf people’s shared knowledge of a language which is not speech, but sigm
( Continued on other side)
244
copy available
Torough language, foLiaaics, jokes and cnany other cuiturai forms. Deaf peoolc weave stones about
who they arc, where dicy come from, what they believe in, and how they plan their lives. This is the
essence of what we call "Deaf culture'’.
Much of this material was taken from a nxent book by Carol Padden and' Tom Humphries, Deaf in
' America: Voices /rom a Co/mre (Harvard University Press: 1988).
3EST COPY AVAILABLE
245
A
Who's Itching to Get
into Mainstreaming?
1
!
Ben Bahaa
I'OK A year I have had a bothersome itch that keeps teas-
ing my foot. When 1 scratch it, it won't go away; it only gets
worse.
1 went to a podiatrist (a foot doclor), who examined me
and declared there was notlilng wrong with my foot. I was
p»t7./led and decldetl 1 had to discover the culj^rit behind that
ilclc iteccntly I found my answer, tI\ough 1 still endure the itch.
I was reading the May issue of Silent News and discov-
ered an article on Integration. Instanlly my foot began to itch
like hell. Ahh, there it was: 1 made the connection between my
itciiinj; foot and mainstreaming. Now every time 1 confront that
issue 1 will declare: malt\slreamlng, iny fool!
Resentment Towartls Mainstreaming
My feelings aiei\'l .mine alone. 1 feel they reflect the over-
all re.senlmenl the deaf community has towards mainstreaming.
I he trend In education today Ls to Integrate (another term
for "mainstreaming") students with iliverslfied backgrouiuls,
races, and abilities. Deaf students are gtiinea j>igs in a national
COPY AVWLABUE
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Rejuoclucctl hy pciiulsslou of Ihe luilltor and D^af Comuiutiii\/
News.
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